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ole: they form attitudes, views, principles, and develop competences necessary forbeing able to function in the contemporary world and in the adult life. One of theseinterdisciplinary pathways is Regional education – the cultural heritage of the region.This is undertaken from the fourth grade of primary school (2 nd stage of education)through to secondary school (4 th stage of education). It includies teaching aboutregional contents at all levels of teaching and indicates how important their realisationis for Polish education system. The chief goals of the regional pathway are:• providing pupils with the knowledge from the fields of: nature, economy, andculture (in the historical as well as present-day contexts;• helping pupils in creating their own system of values;• preparing them for performing social roles and for mature life in the regional,national, and European structures;• developing of the sense of being a part of regional, national, and European communities;• shaping of a patriotic attitude towards their region and country;• stimulating interest in culture and tradition in the scale of the region, the country,Europe, and the world;• developing respect and tolerance for otherness in the aspect of religion, language,culture, and tradition of other ethnic groups (Piwońska, 2001).The subject matter of the regional pathway combines the contents that are part of anumber of different subjects: history, the Polish language, civil education, geography,biology, as well as music and arts. Because of the interdisciplinary character of theregional pathway, it is implemented by different teachers, either as a constituent oftheir mother subject, or in the form of other activities, such as excursions, contestsand projects which are aimed at integrating contents from many areas.The role of school geography in shaping a regional identityGeography is significantly involved in implementing regional education. The groundsfor this are, among others, provided in the guidelines of The International Charter ofGeographical Education (1992), according to which, ”Regional Studies select fromthe following areas: local community, home region, home country[…]”, as well asthe decades of tradition of the Polish school of geography. Polish geographers andeducationalists over a hundred years ago postulated that the elementary knowledgeof the subject be based on observing one’s own environs. In 1921, Sawicki in hisbook ”Metodyka geografii…” („The Methodology of Geography…”), wrote: „Letus begin to teach geography from the very bases, from the things most immediateto children, that is from what they know.”.In Poland, the first stage of geographical education takes place at primary school.At that stage geography does not appear as a separate subject, but constitutes partof science that combines the contents of geography, biology, chemistry, and physicsto present a complete and coherent picture of the environment, as well as the relationshipbetween the environment and human life and activity. A significant partof geographical contents in “science” refers to the immediate surroundings of the278
pupil. This is implied by the entries in Basic curricular requirements (Ministry ofEducation and Sport 2002), for example:• Description of your place of residence (land forms, rocks, types of water, soil,vegetation).• The living conditions in your immediate surroundings.• Orientation in the surroundings, sketch, plan, map.• The landscape of the immediate surroundings – observations and descriptions:– elements of the natural landscape– the ways of land development– people and culture– dependence of people’s lives on the natural and extra-natural factors.• Human influence on the natural environment.The Basic curricular requirements also specifies competences and attitudes thatpupils should work out while learning “science”. Many of them are related to thelocal environment, for instance:• Noticing the natural values of the most immediate region, knowing about thelegally protected objects and nature areas. Recognising, using atlases and keys,common species of plants and animals.• Noticing the relationship between the elements of the natural and cultural environments.• Noticing the influence of human activity on the natural environment.• Solving simple „problem” tasks concerning the place of living and its environs.• Noticing the culture values of the most immediate region.The entry in the Basic curricular requirements clearly indicates that while implementingmaterial connected with the landscape of the immediate surroundings,regional education can be realised effectively. The “landscape” notion is quite a broadone, it encompasses both natural and human-made elements, joined by a network ofinterdependences and interactions. Natural conditions determine to a considerabledegree the way man manages the land; and man transforms all the natural componentsof the landscape, leaving his mark on its quality and appearance, giving it ineffect the look typical of a given region.The ”Science” curriculum unit that is related to the landscape of pupils’ place ofresidence is realised in the fourth grade of primary school. A maximum number ofclasses devoted to pupils’ environs should be conducted in the field. Direct observationgives geographical concepts a concrete, real dimension. Pupils can activelyfollow the processes and phenomena occurring in the environment, in order tounderstand better their causes and effects, both for nature and for human activity.Through exposure to the environment, pupils can make observations on how ourancestors managed the land we inhabit now, what they have left us, and what markis being left on it by the contemporary people. During such observation, a childhas an opportunity to see how the past intermingles with the present, and how thecultural and economic activities of man overlay the picture of natural conditions(Angiel 2001).279
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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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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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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 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 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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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,
Page 312 and 313: • protected areas8. Landscape sec
Page 314 and 315: Developing geographical professiona
Page 316 and 317: tion contributes to the growth of e
Page 318 and 319: cooperative learning using as theor
Page 320 and 321: Studyng climate and water resources
Page 322 and 323: By signing and ratifying the Kyoto
Page 324 and 325: and political implications of plann
Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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