Changing Horizons in Geography Education - HERODOT Network ...

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The syllabi reflect mainly that the introduction of this new subject has not beenaccompanied by a renewal of teaching ideas or approaches. On the contrary, themodels of existing regional subjects have been adapted to a new geographical scale.In other words, the object of study varies, but not the way it is approached.The teaching of the geography of Europe clearly suggests that there is potentialfor regional studies, and although they are not exclusive to geography, they should beapproached and recovered by this discipline. First, because students find such studiesattractive, and second, because they are highly identifiable with geography.Indeed, it is worth recognising the potential of regional geography courses as away to attract students from secondary education and other disciplines into geographydegree programmes, and as a way of showing what the study of the subjectcan involve. Holistic knowledge of territories and societies is fundamental in themodern world and can offer elements for thinking, deciding and behaving in betterways and with more solidarity.Meanwhile, from a methodological perspective, regional geography allows usto incorporate plurality, synthesis, the relationship between research scales, theconnection between different issues, books or materials, and the very exercise ofregionalisation is, in itself, conceptually of great interest.Regional studies, and among those, the geography of Europe, can better preparestudents for professional and geographical mobility and for the understanding ofother European languages, aspects that are increasingly more valued within professionalcareers.The global vision of teaching geography of Europe in Spanish universities andour experience in the teaching leads us to conclude that the elaboration of a syllabusof regional geography, and specifically of a geography of Europe is a complex task.Nevertheless, we would not like to finish without presenting here some ideas andsuggestions that could be applicable in the design of future syllabi:• To incorporate a problem-oriented approach in the development of the course• To introduce case studies at different spatial scales• To elaborate a syllabus with a central axis and different subjects, case studies andspecific problems around it• To promote visits of lecturers from other European countries to participate in theteaching process.• To introduce in the syllabus subjects related to otherness, like gender, age,ethnicity, sexuality, class, either as separate issues integrated into other topics• To stimulate critical thinking, particularly with respect to key subjects likemigrations, European construction, multiculturality, environmental issues andso forth• To promote the study of other European languages in order to improve studentsacademic and professional opportunities in the current European labour marketwhere mobility is increasingly valued• To take advantage of Internet resources to get access to materials produced byother universities and European institutions.234
In short, we need to leave behind us the decline in prestige that has stemmedfrom an over-emphasis on description and a lack of critical force. Courses on thegeography of Europe can show how regional analysis in teaching and research is ofgreat value to geography nowadays.References1. CHILDS I.R.W. 1995. Asia-Pacific geography: A future concern of the discipline inAustralia? Geographical Education, 8 (3), pp. 23−26.2. FOUCHER M. 1998. La République européenne. Entre histoires et geographies. Paris,Belin.3. HALSETH G. and FONDAHL G. 1998. Re-situating Regional Geography in an UndergraduateCurriculum: an example from a new university. Journal of Geography in HigherEducation, 22 (3), pp. 335−346.4. KITCHIN R. 1999. Creating an awareness of Others. Geography, 84 (1), pp. 45−54.5. LEVY J. 1997. Europe. Une géographie. Paris, Hachette.235
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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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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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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
Page 194 and 195: on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: Figure 2. Present at Annual Congres
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Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
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Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
Page 212 and 213: Internationalizing geography in hig
Page 214 and 215: nationalize their undergraduate and
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Page 218 and 219: The Position of Geography Graduates
Page 220 and 221: have also affected the number ofGeo
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Page 224 and 225: In the Primary school curriculum, G
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Page 230 and 231: What Europe do we teach?A view from
Page 232 and 233: The regional approach is used in on
Page 236 and 237: Geography Forum: Intercultural Lear
Page 238 and 239: Was Intercultural Competence promot
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Page 242 and 243: Higher education (University) as a
Page 244 and 245: This table shows the importance of
Page 246 and 247: the studies on what exists, to cons
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Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 258 and 259: Intercultural education in Italian
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
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Page 272 and 273: dropping litter. There is circle ti
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Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
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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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