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• protected areas8. Landscape sectoral policies• cultural• economic• social• environmental/ecological9. Social construction of landscape• description and interpretation• evaluation and design• plans, strategies, programmes, projects• social capital• personalities and communities10. Landscape sustainability – soft, or hard?• symbiosis/conflicts of nature and technology• ecological/environmental infrastructure, land use regimes• land use temporal changes, revitalization vs. deterioration• local/regional/landscape interface• development – pros and cons• processes and responses caused by (non)usage• landscape as a part of production, reproduction and consumption• proposals of landscape modifications towards sustainabilityAcknowledgementSpecial thanks are due to Karl Donert of Liverpool Hope University for his invaluableassistance in the editing of the article.References1. BINNS T. 2002. Teaching and learning about development,in M. Smith, ed. Aspectsof Teaching Secondary Geography. London and New York: RoutledgeFalmer,pp. 264−277.2. BLOWERS A., GLASBERGEN P., ed. 1995. Environmental Policy in an InternationalContext. Prospects for Environmental Change. London, Sydney, Auckland: Arnold.3. BUZAN B., WAVER O., WILDE J. 1998. Security: A New Framework for Analysis.Boulder, CO: Lynne Rienner Publishers.4. CLOKE P., COOK I., CRANG P., GOODWIN M., PAINTER J., PHILO C. 2004. PractisingHuman Geography. London: SAGE Publications.5. DALBY S. 1998. Environmental Security. Minneapolis: Minnesota University Press.6. FORSYTH T. 2003. Critical Political Ecology. The politics of environmental science.London and New York: Routledge.7. FOSTER J., ed. 1997. Valuing Nature?Ethics, economics and the environment. Londonand New York: Routledge.8. GLASBERGEN P., BLOWERS A., ed. 1995. Environmental Policy in an InternationalContext. Perspectives on Environmental Problems. London, Sydney, Auckland:Arnold.312
9. HICKS D. 2002. Envisioning a better world. Sustainable development in school geography.in M. Smith, ed., Aspects of Teaching Secondary Geography. London and NewYork: RoutledgeFalmer, pp. 278−286.10. HUBBARD P., KITCHIN R., BARTLEY B., FULLER D. 2002. Thinking Geographically.Space, Theory and Contemporary Human Geography. London and New York:Continuum.11. LEAT D. 2002. Raising attainment in Geography. Prospects and problems, in: M Smith,ed., Teaching Geography in Secondary Schools. A Reader. London and New York:RoutledgeFalmer, pp. 134−147.12. KENT A., ed. 2000. Reflective Practice in Geography Teaching. London: Paul ChapmanPublishing.13. KENT A., FOSKETT N. 2002. Fieldwork in the school Geography curriculum. Pedagogicalissues and development, in: M Smith, ed., Teaching Geography in SecondarySchools. A Reader. London and New York: RoutledgeFalmer, pp. 160−181.14. McDONALD A. 2000. Ecosystems and their management, in A. Kent, ed., ReflectivePractice in Geography Teaching. London: Paul Chapman Publishing, pp. 11−25.15. MORGAN J. 2000. Geography teaching for a sustainable society, in A. Kent, ed., ReflectivePractice in Geography Teaching. London: Paul Chapman Publishing, pp. 168−178.16. PIERCE T., DALE A., ed. 1999. Communities, Development, and Sustainability acrossCanada. Vancouver: UBC Press.17. REES W., WACKERNAGEL M. 1994. Ecological Footprints and Appropriate CarryingCapacity: Measuring the Natural Capital Requirements of the Human Economy, in:Jansson A.-M. et al., eds., Investing in Natural Capital: The Ecological Economicsapproach to Sustainability. Washington: Island Press.18. REID A. 2002. Environmental change and sustainable development, in: M Smith, ed.,Teaching Geography in Secondary Schools. A Reader. London and New York: Routledge-Falmer, pp. 224−244.19. ROBERTS J. 2004. Environmental Policy. London and New York: Routledge20. ROSELAND M. 1998. Toward Sustainable Communities. Resources for Citizens andTheir Governments. Gabriola Island BC: New Society Publishers.21. SLOEP P.B., BLOWERS A., ed. 1995. Environmental Policy in an International Context.Environmental problems as Conflicts of Interest. London, Sydney, Auckland: Arnold.22. SMITH M., ed. 2002. Teaching Geography in Secondary Schools. A Reader. Londonand New York: RoutledgeFalmer.23. SMITH M. ed. 2002. Aspects of Teaching Secondary Geography. London and New York:RoutledgeFalmer.24. SÖDERBAUM P. 2000. Ecological Economics. A political Economics Approach toEnvironment and Development. London: Earthscan Publications.313
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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
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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
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 308 and 309: Sustainability, Development and Sec
Page 310 and 311: includes geography. The context is,
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
Page 324 and 325: and political implications of plann
Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
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