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Do you speak European? or: Why even Geographers shouldknow more than English…Olivier MentzUniversity of Education Freiburg, Department of French StudiesKunzenweg 21, D-79117 Freiburge-mail: mentz@ph-freiburg.deAbstractThe European Union consists of 25 member states in which 20 official languages are spokenand written. Additionally there are a lot of regional languages which are not seen as officiallanguages by the European Union. But what do we about the competences of European citizensin speaking one or more of these European languages? Several discussions during HERODOTconferences in the last years made a point on the fact that all over Europe the English languageis becoming more and more important and that the other European languages are decreasing.On the first sight this seems not to be a problem. Isn’t it only important to understand eachother? And wouldn’t English be the best language for this, the ‘lingua franca’?This paper tries to open new horizons especially for geographers in learning more thanEnglish for working in a European and international and intercultural context.IntroductionAre you a European? What a question – of course you call yourselves Europeans;otherwise you would not try to be involved in the discussion, in the discourse and inthe arguments associated with Europe. But do you also speak European? Probablyyou will answer this question in the negative, because you cannot really imaginewhat this means – contrary to the idea of being a European. Therefore this paperasks you to think about the idea of speaking “European”.Being EuropeanIn 1994 the Council of Europe noted in its recommendation 1247 that only thosestates whose national territory is completely or at least partly located on the Europeancontinent and whose culture also is closely connected with the European culture canbecome members of the Council of Europe. Here we are faced with the first difficulty– on two different levels:• What exactly is accordant to the European continent?, especially because thethird article of the mentioned recommendation states that until today the bordersof Europe are not defined by international law; and• What in fact is meant by the European culture?What is Europe?There are a lot of approaches to defining Europe. And the shape of “Europe” dependson the person or the association who defines it. Historically the conventional border-252
line of Europe is due to Vassili Tatichtchev, the official geographer of Tzar Peter I.,and was defined by the Urals. At the end of the 19 th century Georgian and Armeniangeographers suggested that the southern border of Europe was defined at the riverArax, located in the south of the Caucasus and representing the border to Turkey andIraq (c.f. Foucher, 1993). Based on these borderlines today 46 states are representedas members in the Council of Europe. But the definition includes also Russia witha national territory that is reaching up to the Pacific Ocean. And there are otherassociations like the EBU (European Broadcasting Union (with members in Africa)or the UEFA (with members like Israel) whose definitions of Europe go far beyondthese borders.But, by mentioning “Europe”, who nowadays perceives that this represents the“full” continent? In most cases talking about Europe is probably only associatedwith the European Union which is today covering 25 states, and thereby containsabout half of the states of the Council of Europe. By creating the European Union,a joint area has been developed uniting Malta and Northern Finland Debrecen inHungary and Lisbon. Anyway this marketing area seems to partly look like a Swisscheese, because some countries, which are located within these political borders,are nevertheless not member of the European Union, but many of them are includedin EFTA, the European Free Trade Area.Besides these three extensive definitions of Europe there are others, coveringsmaller geographical spaces: such as Euroland, core of Europe, old Europe… Thislist could be extended or completed by “Europe of Nations”, “Europe of Regions”,“Europe of Cultures”… – and we would probably never come to an end of the variousdifferent “Europe’s”.The existence of all these definitions is not arbitrary. They rather define both ageographical area and an idea. Thus there is obviously not just one Europe. Those,who call themselves European are trailers for an idea, within which one no matterhowever Europe is naturally delimited, and they identify things in common. Butwhich are those things in common?Common aspects of Europe“Europe” is older than each European nation state. The borderlines of Europe werealways blurred and over and over again they were newly defined by internal splittingand external demarcations. Europe has always lived as an area of tension between eastand west. It had already begun with the splitting of the ancient world into a Greek anda Latin speaking part. The splitting continued under the banner of Christianity witha catholic and an orthodox orientation. It was followed by further splitting due to theThirty Years’ War, which led Europe to the abyss. The last major splitting was intoa western and an eastern, a democratic and capitalist, a dictatorial and communistpart. This last division was overcome as recently as the 1980‘s. The recently achievedextension of the European Union added 10 further member states and is an attemptto finally cement the Union and overcome fragmentation.However, the various splitting of Europe as well as the three major phases ofself destructive war, which the continent has experienced in its history (the Thirty253
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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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ContextUtrecht University is a larg
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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
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 234 and 235: The syllabi reflect mainly that the
Page 236 and 237: Geography Forum: Intercultural Lear
Page 238 and 239: Was Intercultural Competence promot
Page 240 and 241: of geographical education in our un
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
Page 248 and 249: 248taught in the foreign language e
Page 250 and 251: as K. De Bot calls it, is a variety
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 276 and 277: The role of geographical education
Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
Page 282 and 283: to explore regional issues when tea
Page 284 and 285: Some backgroundFor a number of year
Page 286 and 287: issues that will shape the future g
Page 288 and 289: Geography and Environmental Science
Page 290 and 291: (2000) cautioned an awareness of cu
Page 292 and 293: Geography and Languages in Intercul
Page 294 and 295: Table 1. The most widely taught for
Page 296 and 297: the whole world will, according to
Page 298 and 299: References1. CALVET L. J. 2002. Le
Page 300 and 301: 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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