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predecessor “green,” or the prefix “eco-,” the adjective “sustainable” already tends tosell any product (intellectual, political, commercial) with a good 30% of extra valueadded, no matter what the real quality of the product. Sadly but comprehensibly, PeterTimmerman (1994, p. 72) classifies the entire category of “sustainable development”among those “mild ecological reforms” to which mainstream political parties havecommitted themselves. The profusion of the “free riders” of sustainability has furtherdiminished the credibility of the whole concept- the Italian general public has thusalready developed a pronounced distrust towards the very word “sustainable” beforeeven understanding what that is about.Definite and somewhat “revolutionary” value judgements have been made bySebastiano Monti (2000, p. 61): “It is a merit of ecology to have shown that no livingbeing can walk by itself and for itself; that trying to find compromising solutionsvia negotiations between individual attitudes is illusory (there is no diplomacy inecology); that “struggle” has no sense if against nature (…); that limiting socialdynamics to the individual and state is false (…); that it is not possible to ignoresocial positions, whatever they are (shamanism, magic, spiritism, etc) based on anintellectualistic judgement.” Monti’s uniquely radical position is weakened by thefact that throughout the book, the author continuously ventures into theologicalconsiderations that seem to be heavily influenced by Catholicism, without muchintercultural – comparative or inclusive – effort.Far from sharing Monti’s radicalism, the attitude of many Italian geographers onthis relatively novel issue is well summarised by the words of Attilio Celant, whoexplicitly links environmental degradation with the well-defined, little negotiableeconomic rules operating at present. He adds that although these rules are “certainlynot the best that the organisational and scientific culture of the most economicallyadvanced communities could have achieved,” they are the rules that “our Societieshave selected and shared.” Therefore, “it is necessary, at least in the short-time frame,to search for solutions from within the paradigmatic scenario that has become hegemonicfor about a decade (2001, pp. 119−120).” While the need for the gradualness andfeasibility of changes is certainly not objectionable, should we not actively promotea shift of direction? Otherwise, will there be a real difference between sustainabledevelopment and all the excellent but un-coordinated and insufficient instrumentsidentified by scholars and the legislation since the 1970s (in Italy “tutela, recupero,valorizzazione, protezione,” etc)?Using the words “holistic,” “organic,” “externality-exporting basins and externality-absorbingbasins” or “Permaculture” (from the fusion and contraction of“permanent agriculture and culture”) in front of an Italian geographic audiencewould send shivers down the spine of the listeners and cause more than a few smiles.Yet geography can count on its unique familiarity with spatial and environmentaldynamics as a privileged “door” to access and then introduce students and thegeneral public to even more complex and less obvious implications of sustainability(Bob Evans, Martha Chillida, International Conference on “Governing SustainableCities,” Fano, Italy, 4 th −5 th November 2004). Spatial, territorial and ecosystemicrelations are a unique starting point to teach complex ideas such as a development302
ased on a natural curve rather than linear or exponential curve (Kennedy, 1995,p. 19), or illustrate the concept of circular vs linear metabolism, systems, synergyand maximization of internal energy and material flows vs monofunction andatomistic evaluation (Harvey, 1996, Gambini, 2004). Their usefulness is not onlylimited to defining information: they are uniquely placed to search for truly isomorphiccomunicative forms, design and test hypermedia, implicit and non-symboliclearning modes, that seem to be “much more powerful, effortless and less sensibleto background and individual variations” (see Natale et al., 1994 – although theirassuming that a hypermap is the most isomorphic form for presenting descriptivegeography seems to overlook that maps themselves are highly conventional andsymbolic). Nature, the environment and space in general are privileged locationsfor meaningful sensory and game-based experiences, with all the cognitive advantagesthat these offer (Brunelli, 2004), and with an extrordinary versatility forthe activation of senses and emotions, which are best suited to motivate learning,understanding, ethic participation and action (Jeronen & Kaikkonen, 2002). Morebroadly, environmental and spatial analyses can effectively challenge our generalpropensity for linear/bi-dimensional thinking and communication modes, which isnot only determined by the constraints of verbal – written or oral – communication(text and speech sequencing), but which invests most of our representational andmanagement domains: maps, time conception, architecture, the idea of economicgrowth, accounting, the standard logical notation for and common visualisation ofthe cause-effect relationhip, which takes into no account feedback or side effects,etc… For effective action, planning and policies, geography could create strategicalliances with “friendly” disciplines, such as recently-born Permaculture, that hastaken much from and has a lot in common with geography, albeit characterised bya more marked vocation for action and intervention.References1. BEROUTCHACHVILI et al. 2004. “Geographical perspectives on sustainable development.A teacher’s guide,” CD ROM by UGI, Lead, Home of Geography.2. BOCCHINI VARANI M. A. 2001. “Agricoltura sostenibile,” [in:] Menegatti B., TinacciMossello M., Zerbi M. C. (eds), Sviluppo sostenibile a scala regionale, Patron Editore,Bologna, pp. 196−204.3. BRUNELLI C. 2004. “Il gioco nell’educazione alla sostenibilita”, awaiting publicationon Ambiente Società Territorio.4. CASTREE N. April 2003. “Environmental issues: relational ontologies and hybrid politics,”Progress in Human Geography 27 (2), pp. 203−211.5. CELANT A. “Le componenti strutturali della crescita ineguale in Italia attraversoun’indagine dei fattori di vulnerabilita economica e ambientale dei sistemi regionali.Il caso del commercio estero,” in Menegatti et al., op. cit., pp. 119−131.6. CENCINI C. 2003. Economia ambiente e sviluppo sostenibile, Pàtron Editore,Bologna.7. GAMBINI B. October 2004. “Imparare l’approccio sistemico: natura magistra,” paper forthe 50° A.I.I.G. Conference, Padua, awaiting publication in the Conference Proceedings.303
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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
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Page 256 and 257: Why geographers should be able to s
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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
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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
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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
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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
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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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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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