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Sustainability, Development and Security in Landscape FieldPracticeAlois Hynek 1 , Nikola Hynek 21Faculty of Science, Institute of Geography, Masaryk University in Brno,Kotlarska 2, 611 37 Brno, Czech Republice-mail: hynek@sci.muni.cz2School of Politics, Sociology and Law, The University of Plymouth,United Kingdome-mail: nikola.hynek@ plymouth.students.ukAbstractThis article starts with the reflection of a contemporary position and the interconnectednessof sustainability, development studies, and security studies. It asserts that after the ColdWar structure was dismantled, new agendas, issues, and approaches have been brought tothe fore. The next section investigates these trends within the realm of teaching sustainabledevelopment and comments on the changes that have occurred in the educational process. Thethird part “goes practical” and suggests some options for the analysis of cultural landscapeecosystems. The last section consists of some selected relevant literature.Key words: geographical/environmental education, landscape ecosystems, fieldwork,sustainability, security, developmentSustainability, Development, and Security: Initial ReflectionsThe following text reflects a contemporary position and the interconnectednessof sustainability, development studies, and security studies. After the Cold Warstructure has been successfully dismantled and new agendas have been opened, theconnection between sustainability, development and security has been brought tothe fore. The reaction has taken place at two different levels. The practical level hasbeen marked by the introduction of various sets of criteria that all share the commongoal- the increase in the sustainability of submitted projects and plans. As far as theacademic and theoretical level is concerned, this has been experiencing the ongoingprocess within which theoretical integration and re-connections between disciplinesoccur.The necessary prerequisite for efficient and effective problem-solving has been adramatic shift in the ontology of international politics. As the nation-states with theirtraditional emphases on national security remain juxtaposed by the new benchmarksstemming from the practices of global civil society and the legislative activitiesof intergovernmental organizations (EU, UN), more and more attention is beingpaid to the importance of the needs and milieu of individuals. The result of thesechanges is a significant overlap of the political agenda on one hand, and scientificand educational agendas on the other. Thus the issues selected by gatekeepers for the308
decision-making process need to be chosen on the basis of their natural links, ratherthan having deliberative omissions of their particular dimensions due to “strategic”or “security” reasons.The notion of human security and development has been by far the best exampleof attempts to de-black-box various taboos of the political process. The image ofpolitical space has been extended and now incorporates the full range of new actors(NGOs, epistemic communities, bureaucratic coalitions etc.) and their intermediaries(the Internet, independent press etc.). These new actors can be conceived ofas transnational networks that for their own reasons have become involved in theprocess of political negotiations and bargaining. It has been largely due to these actorsthat a number of former “high level politics”, such as military and economic issueshave been de-securitized, i.e. they are no longer the subject of taboo and privilegedaccess. As the failure of many post-Cold War solutions that are concerned withthe renewal of war-torn and/or underdeveloped areas have shown, the analyticalbarriers between “security”, “sustainability”, and “development” have only beenartificially created and maintained. It has been ever clearer that these issues wouldnever be solved without a return to the natural links between the socially constructedcategories which had their original purpose in the attempts of power-monopolymaintenance. How could be peace kept in the area if there remains a general lackof access to the basic resources? How could sustainable development be promotedin the area where there is still the heavy presence of civil clashes? How can localwisdom be incorporated into project design? What is the role of/for education undersuch circumstances?Thus it has become obvious that the educational system in these ‘conflict’ areasneeds to be changed, if not generally overhauled. The role of education can be seenin the attempts to interconnect all these realms. The issues involved will includewomen’s participation in peace-building activities, the use of local knowledge,the connection between traditional culture and the overall strategy of sustainabledevelopment and the support of grassroots movements to mention a few. All theseparadigmatic shifts require a brand-new and unbiased point of view. The traditionalrole of scientists and academics needs to change. They are not any longer the objectiveagents imposing their mental representations on reality. They are rather good listenersand observers in the first instance, they are humans. The Western philosophy objectsubjectdistinction that has been mechanistically followed since Aristotle continues tobe eroded. Issues are becoming more contextualized. There is nothing like a naturalgap between professional and private activitiesTeaching SustainabilityAs far as Czech geographical education is concerned, this theme remains aCinderella area due to the absence of cooperation between physical and humangeography and the low interest of geography teachers. Contemporary developmentis bringing about some improvements, mainly in research, but less so in education.The Czech geographical education community remains rather inconsistent in spiteof the presence of governmental programmes and a new National Curriculum that309
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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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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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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
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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 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
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
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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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