Geography as a Pre-Collegiate Subject: Basis for Future Learning
Identifieur interne : 000578 ( Istex/Corpus ); précédent : 000577; suivant : 000579Geography as a Pre-Collegiate Subject: Basis for Future Learning
Auteurs : James F. MarranSource :
- NASSP Bulletin [ 0192-6365 ] ; 1989-12.
Abstract
Students who enjoy the advantage of a good world geography course in high school receive a firm basis for subsequent learning. Not only will the often perplexing events of today's world make more sense, but for the college bound, it will provide a foundation for subsequent courses.
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DOI: 10.1177/019263658907352108
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Not only will the often perplexing events of today's world make more sense, but for the college bound, it will provide a foundation for subsequent courses.</p></abstract><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Journal Article</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>35 Geography as a Pre-Collegiate Subject: Basis for Future Learning SAGE Publications, Inc.1989DOI: 10.1177/019263658907352108 James F. Marran New Trier Township High School, Winnetka, Ill Students who enjoy the advantage of a good world geography course in high school receive a firm basis for subsequent learning. Not only will the often perplexing events of today's world make more sense, but for the college bound, it will provide a foundation for subsequent courses. HE FACT THAT our world is becom- ! ing increasingly more unified as a single economic community is the most compelling reason to include world geography as a discrete school subject. A world made smaller by the communications revolution has significantly complicated-and altered-the nature and challenge of world leadership. Such challenges have important implications for the role schools play in educating students for citizenship in the next century. In a world where rapid change is the only constant, the nature of citizenship is beginning to transcend traditional allegiances defined by national boundaries. The "new" citizens must have more than a knowledge of their own national history and the commonly agreed upon cultural and political values of their society. They must also clearly understand the meaning of global interdependence. Commitment to become involved in the social and economic interactions that more and more characterize the emerging world system is central to such an understanding. Building a broadly integrated sense of the world imposes a new set of expectations on the schools. One aspect of this is the whole notion of dual citizenship as part of the emerging reality of the next decade. As a result of the economic realignments in Western Europe after 1992, for example, participants in the European Economic Community (EEC) will have two citi- zenships, both separate but each demanding a special set of loyalties. One, of course, will be to the nation state; the other will be to the Common Market, the European Parliament, and the other affiliates established by the Treaty of Rome. Such regional coalitions will likely become commonplace in other parts of the world in the next century. For Americans, these developments mean that continued ignorance about other places, other cultures, and other economic and political systems will produce a generation of citizens poorly prepared to understand, let alone compete in, the complicated and interdependent world marketplace. To suggest that reestablishing geography as a separate subject in the schools is the remedy would be folly, but it is certainly one effective strategy toward the globaliza- tion of the social studies curriculum. 4436 Geography builds an image of the world that prepares students to understand the concept of a totally integrated community that reaches beyond country and region. To assume the world citizenship role that events are thrusting upon them, today's young people must confront issues that connect them to this new reality of internationalism. Trade imbalances between the United States and the Pacific Rim nations, the deforestation of the Amazon Basin, the environmental effects of acid rain, and the challenge to act responsibly in preserving the mineral resources of Antarctica are examples of some of the problems with which the "new" citizenry must deal. Geography as a Basic Subject Stated simply, geography is about spatial relationships. It examines the distribution of physical and human phenomena over the earth's surface. This means that there are two distinct branches in the discipline: physical geography and human geography. Both should be included in any secondary world geography course. Landforms, climate, and vegetation patterns form the content of physical geography, and human geography examines the cultural characteristics of populations and their arrangement across the world. No subject is more basic to the social studies curriculum than geography. Because it is properly concerned with the relationship between humans and their environment, it is integral to both the humanities and the social and natural sciences. Unfortunately, too few people (including many educators) understand the genuine nature of geography as an academic discipline. It is more than the memorization of states and their capitals, more than being able to "fix" places on a world map, and more than describing seemingly peculiar and exotic cultures. Geography has a structure, philosophy, and vocabulary that make it distinctive. It deserves to be raised beyond the mere trivialization of data that has become its unfortunate lot in recent decades. The five fundamental themes articulated by a representative committee of professional geographers a few years ago must now provide the basic framework of any current course of study in school geography (Joint Committee on Geographic Education, 1984). Directing the selection of content and topics that are of concern to teachers of geography, these themes of place, location, human/environmental interaction, movement, and region identify the core of school geography. They are supported and endorsed by geographers and social studies teachers in the United States, Canada, and many other countries. Another useful guide for course development in geography at the secondary level is "A World Geography Approach" by W. Randy Smith (1989). Geography as a Skill Subject Courses in geography encourage the typical cognitive development in such areas as problem solving, critical thinking, inquiry, numeracy, and written and oral communication. These, of course, are interdisciplinary. But there are also in such courses a set of skills special to geography. They entail the following processes: asking the right kinds of 4537 questions; being able to use geographic data displayed on maps, graphs, charts, and tables in answering such questions; interpreting and analyzing geographic information; developing and testing hypotheses about geographic themes; making generalizations from recurring physical and human patterns; and presenting geographic information in a coherent manner. Geographic knowledge and the skills through which it is acquired are not the only rewards of geographical study. Thinking geographically is akin to the scientific method. It involves the acquisition, analysis, and interpretation of information. These skills and habits of mind are sharpened by addressing such basic geographic questions as: Where are phenomena located on the earth's surface? and, Why are they located where they are? Geography builds an image of the world that prepares students to understand the concept of a totally integrated community that reaches beyond country and region. In learning how to answer these questions, students develop perspectives about the nature of their world in ways revealed in none of the other disciplines. Such inquiry ensures an awareness of physical and human diversity in the contemporary world. Those who teach geography know that the discipline's facts, concepts, and their implications are neither arbitrary nor ephemeral. Learning them not only hones one's ability to reason but also encourages an awareness of the relationships that become increasingly more complex and meaningful the more one studies. The critical use of geographic data and concepts cultivates a quality of intellectual vision that helps students recognize that all events have a fuller meaning when viewed in a geographic context. Through both its content and its skills orientation, geography is, then, the discipline that informs many others. Geography as a Preparation for College In most American high schools, geography (if it exists at all) has been relegated to the lowest status within the curriculum. History and government courses continue to be the cornerstones of the social studies. Thus, when students complete high school, whatever geography they have learned is incidental and often coincidental. They have little understanding of what geography is and how it can help them interpret the world. Although students may have had three or even four years of social studies, most learn little about the location of the world's major political units, the distribution of key economic activities, or the reasons why people interact with their environments as they do. Students who enjoy the advantage of a good world geography course in high school receive a firm basis for subsequent learning. Not only will the confusing and often perplexing events of today's world make more sense, but for the college bound, it will provide a foundation for subsequent courses in the subject plus those in history, government, economics, anthropology, and interna- 4638 tional relations. It is also a solid preparation for work in geology, the environmental sciences, and demography. Beyond all else, geography is always about place; and especially about our relationship to others within places. Each of us knows all the most meaningful places in our lives only in retro- spec-the scenes of our childhood, our school venues, where we had our first job or rented our first apartment, as well as recollections of places revealed through our journeys. But then there are those places (real and imagined) yet to be discovered. They can be the most meaningful of all. What all this means is that through experience and study, a place becomes a created thing. "It is not down in any map," Melville said of the site where the great Whale had once been found; "true places never are."* When well taught and well learned, geography becomes more than a school subject. It reveals those inner places that enlighten the mind, quicken the spirit, and inform our common humanity. References Joint Committee on Geographic Education. Guidelines for Geographic Education: Elementary and Secondary Schools. Washington, D.C.: National Council for Geographic Education and Association of American Geographers, 1984. Smith, W.R. "A World Geography Approach." In Approaches to World Studies: A Handbook for Curriculum Planners, edited by R. B. Woyach and R. C. Remy. Boston: Allyn and Bacon, 1989. *Herman Melville, Moby Dick. Quoted in, Beyond Geography: The Western Spirit Against the Wildness, edited by F. W. Turner (New York: Viking Press, 1980), p.vii. Education Partnerships on the Rise The number of education partnerships in public elementary and secondary schools rose dramatically between 1983-84 and 1987-88-from 42,200 to 140,800-according to the U.S. Department of Education's National Center for Education Statistics (NCES). More than nine million students were directly involved in these education partnerships, which were primarily initiated by the principals. Businesses were the most frequent sponsors. The two most frequent types of support provided by education partnerships were guest speakers, special demonstrations, or use of partner's facilities or equipment ; and special awards, scholarships, or incentives for students.</meta-value></custom-meta></custom-meta-wrap></article-meta></front><back><ref-list><ref><citation citation-type="book" xlink:type="simple"><name name-style="western"><surname>Joint Committee on Geographic Education.</surname></name><source>Guidelines for Geographic Education: Elementary and Secondary Schools</source>. <publisher-loc>Washington, D.C.</publisher-loc>: <publisher-name>National Council for Geographic Education and Association of American Geographers</publisher-name>, <year>1984</year>.</citation></ref><ref><citation citation-type="book" xlink:type="simple"><name name-style="western"><surname>Smith, W.R.</surname></name> "<source>A World Geography Approach." In Approaches to World Studies: A Handbook for Curriculum Planners</source>, edited by <name name-style="western"><surname>R. B. Woyach</surname></name> and <name name-style="western"><surname>R. C. Remy.</surname></name><publisher-loc>Boston</publisher-loc>: <publisher-name>Allyn and Bacon</publisher-name>, <year>1989</year>.</citation></ref></ref-list></back></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Geography as a Pre-Collegiate Subject: Basis for Future Learning</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>Geography as a Pre-Collegiate Subject: Basis for Future Learning</title></titleInfo><name type="personal"><namePart type="given">James F.</namePart><namePart type="family">Marran</namePart><affiliation>New Trier Township High School, Winnetka, Ill</affiliation></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="research-article"></genre><originInfo><publisher>Sage Publications</publisher><place><placeTerm type="text">Sage CA: Thousand Oaks, CA</placeTerm></place><dateIssued encoding="w3cdtf">1989-12</dateIssued><copyrightDate encoding="w3cdtf">1989</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">Students who enjoy the advantage of a good world geography course in high school receive a firm basis for subsequent learning. Not only will the often perplexing events of today's world make more sense, but for the college bound, it will provide a foundation for subsequent courses.</abstract><relatedItem type="host"><titleInfo><title>NASSP Bulletin</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0192-6365</identifier><identifier type="eISSN">1930-1405</identifier><identifier type="PublisherID">BUL</identifier><identifier type="PublisherID-hwp">spbul</identifier><part><date>1989</date><detail type="volume"><caption>vol.</caption><number>73</number></detail><detail type="issue"><caption>no.</caption><number>521</number></detail><extent unit="pages"><start>35</start><end>38</end></extent></part></relatedItem><identifier type="istex">3320257643296BDB7485BEAF20B90968A19FACFC</identifier><identifier type="DOI">10.1177/019263658907352108</identifier><identifier type="ArticleID">10.1177_019263658907352108</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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