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In the gymnasium and in high school extending, and deepening one’s knowledgeabout the above mention subject matters, should take place. The direction of geographer’sactivity in the practical realization of the cultural education should mainly be theproper realization of the international programme Regional Education – the culturalheritage of the region. The programme should be undertaken in three areas of education,in elementary school classes 4−6; in the gymnasium and in high school.The educational aims of this way of working with students are most of all to extendknowledge about the culture of their own region, to provide physical contact with thelocal and regional environment, to strengthen national identity and develop a regionalidentity. The tasks of the school are focused on the introduction of pupils into theworld of traditions occurring in the region and its’ values, supporting contacts withpeople and institutions and dealing with protection and multiplication of the culturalheritage of the region. The points of this programme include: dialects and regionallanguage, traditions and habits, the main monuments of nature and architecture(Dziennik ustaw nr. 61, art.126).A very difficult task in the process of achieving this programme is combiningthe skillful combination of historical and geographical facts with knowledge aboutart, and to give coherence to the programme. The historical-geographical characteristicof the region presents no difficulties for a geographer, as it corresponds withstudying and teaching geography. Aspects of cultural education however, can causesome difficulties, and definitely demands from teachers some self-education in thesubject matter. The natural variety of geographical space can only be revealed whenwe become acquainted with the cultural landscape, with emphasizing its aestheticand symbolic values.An effective cultural education of pupils includes, most of all, contact with thematerial and non-material wealth of the culture of a given region. The part of ateacher-geographer is to:• enable a student to have contact with this reality;• find and choose from the wealth of the surrounding space the elements of a materialand non-material landscape;• support student in interpretation and judgment of this reality and to• motivate the student to learn, evaluate and judge in an independent and emotionallyactive way. (Piróg, 2003).Education of cultureThe present and future reality, in which people exist, is shaped intensively by theprocesses of globalization and integration. According to Nikiforowicz (2001) aspirationto unity and integration is a positive phenomenon, because in the long runit causes am increase of self-identity and care of the common values. Concern forothers is also essential, as it causes the disappearance of stereotypes and xenophobia,development of sensitivity and shaping human’s cooperation. On the other hand,the inevitable processes of globalization are risky to the above goals because theyencourage standardization, which causes the disappearance of, the much neededvariety, and resulting loss of cultural identity.266
It is difficult to avoid tensions and clashes when globalization, integration andregionalism cross each other. At this point there are many significant opportunities tomitigate the negative phenomena by education, these are described in the literature ascultural, intercultural and multicultural. The basic idea of this form of education is toget rid of negative stereotypes and groundless fear towards other nations, people anddifferent skin colour by being in touch with their nature and customs. If learning isconducted in this way, education might be an effective instrument to reduce tensionsand antipathy in relations with foreigners, and improve self-esteem. According toGolka (2001) a sociologist, thanks to such education, the student might perceive othercultures not as a thread or unfamiliar and arousing fears but as ‘a window with aview on the new landscape’.According to Nikiforowicz (2001) intercultural education is the supporting activityof individuals and group of people in creating dialectic process and shaping awarenessof universal solidarity by:• getting acquainted and understanding one’s own culture;• overcoming the tendency to closing oneself in one’s own cultural circle;• opening oneself, understanding and respecting others;• the desire to meet other cultures, shaping sensitivity and ability for cooperation.The terms education of culture intercultural, and multicultural are more commonin Western European countries and the USA. In its meaning they are close to theabove-mentioned establishment of Polish multicultural education. They symbolisedboth the activities for getting acquainted and opening to other cultures, which shouldbe mostly responsible for building tolerance, understanding and respect for differentgroups of people in respects of their race, nationality, sex, religion, and the acquisitionof skills in co-existence and cooperation with others. (Anders., 1995)The education of culture should have a significant place in geography, especiallynow that Poland has joined the European Union. In the course of this, the issues ofregional geography should be clearly emphasized as part of the educational aims inorder to make students more tolerant towards diversity.ConclusionsTo sum up, the above paper suggests that thematic links should occupy a verysignificant place in the contemporary teaching of geography, because they create anenormous chance for:• proper realization of the paramount aim of education, that is to prepare studentsfor adult life;• proper realization of subject aims in desired hierarchy (from convictions andattitudes, skills to understanding patterns);• increasing the prestige of geography as a study and subject of teaching.References1. ARENDS R. I., 1995. Uczymy się nauczać. WSiP, Warszawa.2. BANACH Cz., 2001. Aksjologiczne aspekty edukacji i kultury. [w:] Edukacja – wartośćszansa.Wybór prac z lat 1995−2001. Wyd. Nauk. AP, Kraków, s. 88−96.267
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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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Internationalizing geography in hig
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nationalize their undergraduate and
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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
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Page 236 and 237: Geography Forum: Intercultural Lear
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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
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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 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
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Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
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Page 310 and 311: includes geography. The context is,
Page 312 and 313: • protected areas8. Landscape sec
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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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