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includes geography. The context is, however, a very strange one. It distinguishesbetween “science” and “humanities”, where the latter does not include geography.Geographical school practices are also inconsistent and follow the lead of environmentalresearch and education at geographical departments in Czech universities.This is the reason for the use of foreign experiences: for instance, we could use thethree collections of papers concerning geographical education in England and Walesas a point of reference.Without any doubt joining environmental change and sustainable developmentin education is a challenge, as Reid (2002) points out in the case of geographicaleducation in the new National Curriculum for England (DfEE/QCA, 1999). Hicks(2002) sees the role of geography in connection with citizenship and the educationconcerned with sustainable development. Hicks offers four different scenarios forgeography in a process leading towards mastering key skills. McDonald (2000)promotes a geographical-education shift to ecology and ecological management.Quite demonstrative of this is the case study of Mauritius: is very instructive, thoughthe landscape ecology is not included. Morgan (2000) exceeds not only the ‘enlightenedtraditionalism’ in teaching geography but also the ‘cartographic fetishism’and directs it towards human geographies tackling social processes, towards theconstruction of social reality aimed at sustainable society.Binns (2002) is aware of problems with defining ‘the development’, his viewemphasizes social and economic attributes, differences between developed anddeveloping countries and does not ignore field courses. Kent and Foskett (2002) claimthat the experience of fieldwork can accelerate or enhance many aims of geographicallearning as well as establishing links to affective and cognitive gains contributingto student’s personal and intellectual development. They integrate thinking skillsdevelopment into fieldwork planning. Thus it turns student activities from observationto participation, from dependent to autonomous and from staff-led projects togroup/individual ones. On the other hand Leat (2002) warns us not to overvalueconcrete thinking that could eventually lead to a black-and-white view on the world.However, ‘formal operational thinking allows the world to be considered more flexibly,because situations can be formulated and represented in some symbolic form’related to explanation. Nonetheless his examples of practical environmental issuesare very impressive.Going PracticalOur way of conducting environmentally based fieldwork in geographical educationpredominantly focuses on construction of environment by textbooks, media and theirmutual outdoor rectification, personal experience of students and social communicationwith local communities (Forsyth 2003). Cultural landscape ecosystems representin this analysis basic spatial units for sustainability studies. Here in conclusion is aform for the outdoor education of Cultural Landscape Ecosystems Local Survey:1. Representation of landscape reality in maps, information systems, symbols, icons,visions, metaphors, mass media, art – prose and poetry, painting, music…• land cover, land use at thematic map – spatial pattern of landscape310
• information sources, geographical data – official, non-official, imaginative,• computer cartography, GIS• understanding and explaining the landscape2. Landscape immediate reality in the field work• authentic landscape/environmental perception• survey, field observing, key points description, landscape transects• talking to people, participating, ethnographies• landscape policy – planning, strategies, programmes, projects• practicing landscape studies – urban, suburban, subrural, rural issues3. Landscape spatial pattern• physical components sandwich (abiotic, biotized, biotic)• physical/cultural palimpsest (anthropogenetic)• recent human/nature interactions – physical components as resources• processes shaping the landscape, the role of technologies3. Land cover, land use• functional spatial segments and their owners and users• applied technologies and human activities in agriculture, manufacture, engineering,transportation, services, housing, recreation, water management,waste management• energy production, transmission and consumption• incorporation into economic and social systems – human resources4. Landscape ecosystems• eluvial, transeluvial, transaccumulative, transaquatic, aquatic• cultural ecosystems pattern, natural/technological systems, infrastructure• physical structure – matter/energy vertical and horizontal flows• human activities changing physical landscape to cultural, landscape heritage• vulnerability and resilience, diversity and biodiversity5. Detailed (optional) physical components and processes analysis• landforms as products and factors on rocks, regolith and slope sediments,anthropogenic landforms• topoclimate – aspect, local circulation• hydricity (hydrocycle)• soil cover structure• vegetation cover – potential/reconstructed and actual phyto(bio)cenoses6. Natural capital of landscape ecosystems• goods and services in the frame of production-distribution-exchange-consumption• owners and users: assets, stock, yield, income• labour and finance – inside/outside flows7. Landscape as a part of human environment• perception and imagination, mental maps• pollution, waste production and management• natural disasters/hazards, risks and security• environmental management and infrastructure311
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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
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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 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
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
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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 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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