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9. BRUSA C., ed. 2002. Processi di globalizzazione dell’economia e mobilita geografica,“Mem. Soc. Geogr. Ital.”, LXVII, Roma.10. CALDO C. 1975. Esodo agricolo e immigrazione nordafricana in Sicilia occidentale, inAtti XXII Congresso Geografico Italiano, Salerno, II (I), pp. 637−646.11. DELL’AGNESE E. 1997. Tra rifiuto e integrazione: gli zingari nel tessuto urbano milanese,[in:] Brusa C., ed., pp. 273−284.12. DI MICHELE L., GAFURRI, L. AND NACCI M. 2002. Interpretare la differenza,Napoli, Liguori.13. DONATO C., MARIOTTI G. 2005. Aspetti migratori nella provincia di Sassari, [in:]Persi P., ed., pp. 77−100.14. EGIDI B. 1999. Geografia e formazione multiculturale. Le possibili implicazioni didattiche,[in:] Brusa, C., ed., pp. 566−575.15. FAMOSO N. 1999. L’immigrazione in Sicilia tra integrazione e diffidenza, [in:] BrusaC., ed., 1999, pp. 200−212.16. GAMBINI B. 2005. L’educazione geografica di fronte ai nodi dell’intercultura.Identità, decentramento culturale, approccio sistemico, razzismo, [in:] Persi, P., ed.,pp. 539−554.17. GENTILESCHI M.L., KING R. 1996. Questioni di popolazione in Europa. Una prospettivageografica, Bologna, Patron.18. GENTILESCHI M.L. 2005. Stranieri e centri storici in Puglia, [in:] Persi P., ed.,pp. 101−126.19. GUARRASI V. 1983. Processo immigratorio e culture locali. Il caso degli immigratitunisini a Mazara del Vallo, Atti del XXIII Congr. Geogr. Ital., Catania, II,pp. 402−414.20. LUCARNO G. 2005. L’arcidiocesi di Milano: iniziative di accoglienza e di integrazionedegli extracomunitari, [in:] Persi P., ed., pp. 155−170.21. MARENGO M. 1997. La donna nei luoghi di immigrazione, [in:] Brusa C., ed.,pp. 163−181.22. MIGLIORINI E. 1961. Migrazioni interne e spostamenti territoriali della popolazioneitaliana, Atti del Congr. Geogr. Ital., Trieste, Vol. I, pp. 365−418.23. PALOMBA M. P. 2005. Didattica della geografia e intercultura: un’esperienza all’internodella SSIS, [in:] Persi P., ed., pp. 383−395.24. PASQUALI A. 2005. I Rom e l’ambivalenza dell’integrazione, [in:] Persi P., ed.,pp. 171−190.25. PERSI P., ed. 2005. Integrazione, Geografia, Formazione, Pesaro, Magma, 2005.26. PERSI P. 2005. L’integrazione come artificio geografico: tra intercultura e formazione,[in:] Persi P., ed., pp. 17−38.27. PERSI P., UGOLINI M. 2002. Immigrazione al femminile a Rimini tra integrazione emarginalita, [in:] Brusa C., ed., pp. 233−241.28. RICCIARDI S. 2005. Dalla detenzione all’inclusione sociale dell’extracomunitario nelleMarche, [in:] Persi, P., ed., pp. 191−216.29. ROCCATO E. 2005. Contributi geografici alla recente immigrazione, [in:] Persi P., ed.,pp. 59−76.30. ROCCATO E., UGOLINI M. 1999. Immigrazione e educazione multiculturale, [in:]Brusa C.,ed., pp. 609−617.31. STANZIONE L. 1997. La geografia e il sistema mondo: risvolti in tema di educazioneallo sviluppo, [in:] Brusa C., ed., pp. 450−458.262
Geographical education vs. cultural education and educationof culture in Polish schools – theoretical reflectionsDanuta PirógDepartment of Didactics of Geography, Faculty of GeographyPedagogical Academy in Krakówe-mail: dbutryn@ap.krakow.plAbstractThe article presents the meaning, place and role of cultural education, education of cultureand intercultural education in Polish teaching of geography. According to the literature thesethematic links can be important elements in reaching the leading goal of education; that isto prepare students for adult life in individual and social dimensions. The author gives ajustification of this proposed thesis with establishments meaning of cultural education andeducation of culture in the context of geography teaching. These changes in programme ofPolish geography education create an enormous possibility for the proper realisation of theparamount aim of education, that is to prepare students for adult life; the proper realisationof subject aims in desired hierarchy (from convictions and attitudes, skills to understandingpatterns); while also increasing the prestige of geography as a study discipline and subjectof teaching.Key words: culture; cultural education; education of culture; intercultural education;teaching of geographyIntroductionSocial, economic, cultural and political transformations in Poland and all aroundthe world demand from the nation to prepare for new life conditions. Thus, theyare the reason for changing goals and verification of the content of programme ofeducation. The necessity of adjusting the educational system to emerging needs isinevitable. Therefore, new spheres of interest have emerged for scientific studies ofdetailed teaching including teaching of geography. Piskorz (1997) emphasizes thenecessity of undertaking these challenges in a range of preliminary research anddemonstrates the achievements of polish teaching of geography, the pace and widerange of reforms of civilization, not only enable, but somehow make it necessary toinclude new problems in research work. Among the basic points in his research heincludes undertaking the problem of “education for international agreement, cooperationand peace” (p. 202). Piskorz doesn’t use the term ‘education of culture’ or‘cultural education,’ but he accepts the idea of creating agreement and cooperation,by which he refers to the tasks of education of culture and cultural education beingemphasized in sociology studies and in teaching of culture. According to Zioło(2002) geography has a significant potential in this area, as it is in its nature to joinsocial and cultural matters, to define relation between them in different scale ofspatial structure.263
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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
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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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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 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 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
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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
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Page 298 and 299: References1. CALVET L. J. 2002. Le
Page 300 and 301: Sustainable development: let geogra
Page 302 and 303: predecessor “green,” or the pre
Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
Page 308 and 309: Sustainability, Development and Sec
Page 310 and 311: 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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