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cooperative learning using as theoretical tools the geography of power (Raffestin,1993) and the geography of complexity (Turco, 1988).Salvador the Bahia represents a living learning environment, the transformationof the city makes it easy to understand and to see “the geographical interpretation inaction”. So the seminar was based in the recognition of the patterns and the processesactually governing the urban transformation. The students were able to build andto map the history of their quarters, to individualise the on-going conflicts amonginhabitants, municipality, other land owners, to individualise the communicationstrategy of Government and Municipality, to understand the way in which consensusand territory control are elaborated. All them are working as teachers, many of themalso developed empowerment through social work in the community, so the experiencerepresented an important opportunity to improve the tools (theoretical andpractical) for their work in the field of transformation of space.Walking Sustainable horizons with geographical knowledge and toolsAfter one decade of patchy experience of sustainability the need now is to consolidatesustainability practice and to embody sustainability approaches into currentindividual, public, private, actions. Many communities in the world have produced inthese ten years a wide spectrum of experiences in sustainability including research,business, public administration, civil society, and in different sectors from tourismto farming, from transport to landscape and territorial management. It is time nowfor a second generation of sustainability projects based not so much in pilot experiencesbut more on consolidation and diffusion of successful practices. So, training,education, exchange among partners, monitoring of successful experiences, and astrategic integration among knowledge communication and practices, are the kernelsof definitive transition to sustainability horizon.Sustainability culture should become a diffused aspect of decision making practicesand not remain the property of enlightened minorities or a theoretical benchmarkfar from reality. The land use daily decision making of individuals, firms, publicadministrations, have to face conditions of complexity and uncertainity. They needa vision of sustainability that will help them to take strategic and adaptative decisions.In this changing context sustainability may not be an optional decision, butis becoming the chosen option. This new decision making paradigm can be easilysupported by the wise diffusion and integration of existing experiences and theknowledge the practice of geography in educational institutions and in the field ofterritorial policies.References1. ARNSTEIN S. 1969. A Ladder of Citizen Participation. Journal of the American PlanningAssociation, 35 (4), pp. 216−224.2. BERKES F., FOLKE C. 1998. Linking social and ecological systems: managementpractices and social mechanisms for building resilience, Cambridge University press,Cambridge.318
3. BERTONCIN M., SISTU G. (eds.) 2001. Acqua, Attori, Territorio/ Water, Stakeholders,Territory. Cagliari, C.U.E.C.4. BRESSO M. 1993. Per un’economia ecologica. La nuova Italia Scientifica, Roma.5. CHAMBERS R. 1992. Rural Appraisal: Rapid, Relaxed and Participatory. DiscussionPaper n. 311, Institute of Development Studies, Brighton.6. CHAMBERS R. 1997. Whose Reality Counts? Putting the first last. Intermediate TechnologyPublications, London.7. CSD 1997. Assessment of progress in the implementation of Agenda 21 at the nationallevel, Report of the Secretary General. Commission on Sustainable Development, Fifthsession, 7−25 April 1997.8. DASMANN R. F. 1988. Toward a biosphere consciusness. in Worster D. (ed.). The endsof earth. Cambridge University Press, Cambridge, pp. 277−288.9. ELLING B. 2000. Integration of strategic environmental assessment into regional spatialplanning. Impact Assessment and Project Appraisal, 18(3), pp. 233−241.10. FLOC’HAY B., PLOTTU E. 1998. Democratic evaluation from empowerment evaluationto public decision-making, Evaluation 4(3), pp. 261−277.11. FREIRE P. 1973, Extensión o comunicacion? La conscientizacion en el medio rural.Siglo XXI Argentina Editore, Buenos Aires.12. FREIRE P. 1986. Pedagogia do oprimido. Paz e Terra, Rio de Janeiro.13. FUNTOWICZ S. O., MARTINEZ-ALIER J., MUNDA G., RAVETZ J. R. 1999. Informationtools for environmental policies under condition of complexity. EEA, Copenhagen.14. GADGIL M. 1995. Prudence and profligacy: a human ecological perspective, in SwansonT.M. (ed.), The economics and ecology of biodiversity decline: the forces driving globalchange. Cambridge University Press, Cambridge.15. GUNDERSON L. H., HOLLING C. S., LIGHT S. 1995. Barriers and bridges to renewalof ecosystems and institutions. Columbia University Press, New York.16. IIED 1991. Participatory Rural Appraisal, proccedings of the February 1991 BangalorePRA Trainers Workshop. RRA Notes 13, August 1991, IIED London, MYRADA, Bangalore.17. RAFFESTIN C. 1993. Por uma geografia do poder, Ática, Sao Paulo.18. REDCLIFT M., SAGE C. 1994. Strategie for sustainable development. Local Agenda21 for the southern hemispheres. Wiley & Sons, Chichester.19. UN 1997. Programme for the further implementation of Agenda 21. Adopted by theSpecial Session of the General Assembly 23−27 June 1997 – Advanced unedited text– 1 July 1997.20. UNDP 1993. Rapporto sullo sviluppo umano n.4. Rosemberg & Sellier, Torino.21. TURCO A. 1988. Verso una teoria geografica della complessità. UNICOPLI, Milano.319
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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
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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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
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Page 284 and 285: Some backgroundFor a number of year
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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
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