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to explore regional issues when teaching science. Other teachers have to supplementtheir knowledge on their own account.References1. ANGIEL J. 2001. Edukacja regionalna. Poradnik dla nauczyciela. CODN, Warszawa,pp. 5−12.2. HIBSZER A. 1997. Mała ojczyzna jako obiekt poznania geograficznego w edukacjiszkolnej. Autoreferat z pracy doktorskiej. Maszynopis, Sosnowiec, p. 19.3. HRABYK P., SAWICKI L. 1921. Metodyka geografji dla I−III stopnia siedmioklasowejszkoły powszechnej, Kraków, p. 104.4. MINISTRY OF EDUCATION AND SPORT 2002, Basic curricular requirements.5. PIWOŃSKA Z. 2001. Edukacja regionalna. Poradnik dla nauczycieli szkoły podstawowej.Wyd. Ośw. FOSZE, Rzeszów, pp. 5−6.6. COMMISSION ON GEOGRAPHICAL EDUCATION OF THE INTERNATIONALGEOGRAPHICAL UNION 1992. The International Charter on Geographical Education.Washington.282
Getting geography students involved in European integrationRob van der Vaart, Tine Béneker, Leo PaulDepartment of Human Geography and Planning, Faculty of Geosciences, UtrechtUniversity, P.O.Box 80115, 3508 TC Utrecht, The Netherlandse-mail: r.vandervaart@geog.uu.nlAbstractMost geography departments in Europe offer courses on the ‘geography of Europe’ or ‘Europeanintegration’. Very few of these courses, however, employ strategies that make studentsaware of and involved in the political processes at the European level that influence the developmentof European space, e.g. through agricultural policy, regional policy, or market-orientedpolicies. This paper will describe and analyse the attempts made in Utrecht to involve geographystudents in European decision making through the use of gaming techniques.Key words: Geography, university, education, European integration, simulation, gamingIntroductionThe British geographer Ron Johnston reminded us years ago of the fact thatgeographical education, in schools and universities, is not just about ‘technicalcontrol’ (grasping the subject-matter and skills that are indispensable for the labourmarket), but also about ‘mutual understanding’ and ‘emancipation’ (Johnston 1985).Good education is about knowledge and instrumental skills, but also about socialand personal development, as an individual and as a citizen. This wisdom should bekept in mind in the design of any course or learning experience, of course, but herewe try to apply Johnston’s concept of educational goals to teaching and learning, ina geography context, about Europe and the European integration process.The resources for learning about Europe, from a geographical perspective, areabundant: textbooks and articles in academic journals offer a variety of relevantthemes, empirical research outcomes, case studies at various geographical scales, andtheoretical perspectives. There is no lack of input for the development of students’knowledge and understanding and for critical intellectual reflection on the developmentof European space of on the ongoing European integration process. The problemis, however, how to link this body of knowledge to the questions and concerns ofstudents as national and European citizens, as politically aware individuals.“European integration” is a third-year module in the bachelors programme“Human Geography and Planning” at Utrecht University. In this module, we havebeen trying over the last five years to establish the links between learning aboutEuropean integration, enhancing mutual understanding of each other’s perceptionsof Europe between students from many European countries, and the development ofthe students as critical European citizens. Simulation of the European policy makingprocess has been a key strategy in our approach.283
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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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228
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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
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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
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Page 252 and 253: Do you speak European? or: Why even
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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 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
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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
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
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Page 320 and 321: Studyng climate and water resources
Page 322 and 323: By signing and ratifying the Kyoto
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Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
Page 328: Conference Changing Horizons in Geo
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