Book review essays: Introductory human geography: observations based on the materials for the Open University's course D204 'Fundamentals of human geography'
Identifieur interne : 001698 ( Istex/Corpus ); précédent : 001697; suivant : 001699Book review essays: Introductory human geography: observations based on the materials for the Open University's course D204 'Fundamentals of human geography'
Auteurs : R. J. JohnstonSource :
- Progress in Human Geography [ 0309-1325 ] ; 1979-06.
English descriptors
- Teeft :
- Area patterns, Behavioural analysis, Brief presentation, Common core, Course team, Course unit texts, Doreen massey, Double unit, Education system, Edward arnold, Edwin brooks, Flow diagrams, Geographer, Geography, Higher education, Human activities, Human geography, Introductory, Introductory course, Introductory courses, Introductory students, Introductory unit, Isbn, John blunden, Line patterns, Locational analysis, Movement patterns, Open course, Open university, Other units, Philip sarre, Point patterns, Present essay, Public policy, Resource exploitation, Second edition, Spatial analysis, Spatial inequality, Stephanie goodenough, Such questions, Television programmes, Transport flows, Unit texts, Units unit, Vast majority.
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DOI: 10.1177/030913257900300205
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observations based on the materials for the Open University's course D204 'Fundamentals of human geography'</article-title></title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Johnston</surname><given-names>R.J.</given-names></name><aff>University of Sheffield</aff></contrib></contrib-group><pub-date pub-type="ppub"><month>6</month><year>1979</year></pub-date><volume>3</volume><issue>2</issue><fpage>279</fpage><lpage>292</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Reviews</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>279 Book review essaysIntroductory human geography: observations based on the materials for the Open University's course D204 'Fundamentals of human geography' SAGE Publications, Inc.1979DOI: 10.1177/030913257900300205 R.J. Johnston University of Sheffield Although geographers working in higher education spcnd much of their time in teaching activities-in lectures, seminars, practicals, and tutorials, and in the preparation for all of these-thcre has been little public or published discussion about such teaching. What is a desirable curriculum for a degree course in geography? How should the syllabus for any one unit of such a course be structured? What approach should be adopted for introductory courses? What constitutes a 'common core' of material that should be compulsory for all those intcnding to graduate in geography? Such questions arc undoubtedly among those asked regularly by academic geographers, both as individuals and as members of departments. They are not, however, asked in their discipline's literature. Among its journals, only the recent arrival Jocirttal of Geography ill Higher Education (published by Oxford Polytechnic) tackles such questions, and tertiary level geography has so far lacked a companion to journals such as Teaching Sociology and Teacllillg Political Scieitce. The 'Progress' journals are devoted almost cntirely to questions relating to research, and the only hints that are frequently given with regard to individuals' thoughts on course syllabi arc in the publishcd textbooks, most of which reflect one person's experience in teaching a particular course and are aimed at those, taught by others, which it is hoped are compatible. (Reviews of these books provide counter-hints!) It is interesting to speculate on why geographers have not discussed this topic in print. One could suggest that it is because they have a monopoly over their students, who once enrolled for a geography honours degree course must accept what is offered: while this is true in most institutions in England and Wales, however, it is much less valid for educational systems based either on pass degrees (Scotland, Australia and New Zealand) or on modular course choices (United States, Canada) and there is little evidence of any more discussion in the latter situations. Perhaps, then, it is because there is no consensus within geography about either a disciplinary 'common core' or the desiderata for an introductory course: on the latter, a 280 department may decide that X is a good teacher and he is therefore givcn the course to teach, and carte blaitclic to determine its context; on the former, in tcaching as in research, a major feature of contcmporary geography is almost certainly its anarchy (Johnstoiz, 1976), so that consensus is precluded. Discussion on course structures and contents occurs only tangentially, therefore, on the book review pagcs of the discipline's journals. This tradition is followed by the present essay, which focuses on introductory human geography courses as illustrated by the materials published from the Open University's Second-Level Course D204, 'Fundamentals of human geography', a course which, according to that University's Coitrses handbook 78 provides a basic introductory geography experience for students ... there are no specific prerequisites (p. 39). This comprises 30 units, all of which (with one exception-unit 29) were' published in 1977 and offered for sale to non-Open University students. It is the material in those units (a complete list is given in the appendix) which forms thc focus for thc present essay. (Unit 29 will not bc published until 1979 at the earlicst.) I The course and the materials _ The course, according to thc Handbook, aims to describe and evaluate: 1) the traditional preoccupations of human geographers; 2) recent interpretations of those preoccupations; and 3) the use of geographical skills in policy formulation. Students are expected, at the end of the course, to feel confident that they have grasped the fundamentals of human geography, to be aware of the development of, and current situation within, the discipline, to understand geographical terminology, modes of explanation and techniques, and to be able to apply all of this knowledge. The structure of the course has been designed, according to the brief course guide provided for students, to answer four fundamental questions asked by geographers: where?; what arc places like?; why is space structured as it is?; and how ought human activities to be organized in space? (The source for the questions is Abler et crl., 1971.) Emphasis is placed on the third and fourth questions. The course has three sections: I Man and environment (units 1-8); II Spatial analysis (9-21); and III Values, relevance and policy (22-30). The first two are designed to answer 'why is space structured as it is?' and are clearly based on the second edition of Peter Haggett's Geography: a model sytithesis, which is one of the set texts. (A third edition of that text, according to Blunden et al. (1978, vi), will contain cross-references to the Open University course unit material.) The third section looks at the question 'how ought human activities to be organized in space?'. There is 281 no set text for this part, and the only materials extra to those in the published units arc selected readings (several of them abridgcd) published in a volume edited by members of thc course tcam (131unden et al., 1978); intriguingly, not all of the material referred to in the course units-such as pieces by Sweezy and Buclianaii-are included in this book. The other set text is Michael Chisholm's (1975) Hllmall geography: evoluti01l or revoluti01l. II The course units As already indicated, the course is divided into three main parts. The rationale for this is given in the introduction to the book of readings (131unden et al., 1978, vi-x) where the authors recognize four main paradigms within contemporary human geography: ecological or man-environment ; spatial analysis; behavioural analysis; and radical/structural. The second and third of these are amalgamated, because of their close association, to give the tripartite course structure. Each section of the course is divided into a set of units-one unit is equal to one weck's work-and each unit (there are three double units and one treble unit) comprises a published text with relevant references to the set books. With a few exceptions, the unit texts have a standard format and begin with a study guide (including references to relevant radio and television programmes) and a series of kcy questions which thc students should be ablc to answer at the cnd of the unit. The present section reviews each of the individual units within the context of the paradigm that it represents: a later section looks at the course as a whole. ' 1 Maii aiid environment This section of the course represents, according to Bounden et al. (1978, vii), 'a reinterpretation of the long-standing descriptive and regional approaches'. In the introductory unit, Philip Sarre outlines the interrelationships between men and their everyday environments; his examples are urban cognition (Lynch and Appleyard), the natural hazard research school founded by Gilbert White, and the mental map studies of Peter Gould. These are used to illustrate the eclectic nature of geography as an academic discipline with its several 'schools of thought' and to introduce modes of explanation and description used by gcographers, with particular reference to the concept of a system. The style of presentation indicates a clear orientation towards the beginning student, introducing the material via the individual's lived world of experience. It is an intriguing and useful attempt at low-key, introductory presentation; unfortunately, many of his examples are not followed up later in thc course. 282 Unit 2, by Rccs Prycc, presents a bricf history of human geography. As far as it goes, it is interestingly presented. It is not comprehensive, however, in that by focusing on a particular definition of man-environment interrelationships it omits spatial analysis and urban environments (despite the material presented in the preceding unit) and it is not complete; like so much 'history of gcography' it stops just bcforc thc most interesting pcriod-thc present-so that no developments after Kirk's on the bchavioural environment are introduced. Finally in the introductory set, unit 3 discusses 'The geographer as mapmaker'. This is an interesting discussion of map-making which is lucidly presented (like virtually all of the material), but which is very largely irrelevant to everything else in the course. Together, therefore, units 2 and 3 seem to deflcct thc student away from the real aims of the course, which virtually starts afrcsh in unit 4. Units 4-6, by John Blunden, begin with a case study of human exploitation of the environment-a proposal for mining china clay on the edge of Dartmoor-which introduces the dialectic between resource exploitation and environmental conservation. This is followed by a lengthy examination of man's impact on the environment, which takes the form of a readable catalogue of examples, ranging through the making of the English landscape, human interference with soils, water, climate and biota, and current trends in environmental modification. The final part deals more explicitly with resource exploitation, with the same general format-a catalogue of case studies of the usc madc by men of various typcs of resources. The amount of material presented seems conducive to indigestion, despite the author's statement (p. 13) that the long presentation in thc first part should 'prove to be the less demanding in study terms': whereas most of the units whet the appetite, this one satiates, and yet the analysis is, and must be, at a very general level only. In unit 7, future man-environment interrelationships are examined in the light of current population growth rates. A competent, though somewhat pedestrian, presentation is spoiled by occasional throw-away statements which titillate only: by far the worst example of this is the very brief presentation of the Limits to Growth debate, including a full-page, virtually undecipherable 'simplified version' of the model which is dismissed with two sentences, and a reference to four pages in Haggett's text. Finally in this section, unit 8 on ecosystems suffers in part from the same disadvantage- too many examples presented in too little detail. One wonders sometimes whether a lot of it is not `flow diagrams for flow diagrams' sake' (see pp. 84-5). Unlike many of the other units, its main point is not clear; the inference is that the world is a complex place and must be studied as a whole, but the authors' conclusion indicates that thcy wanted to show that: The ecosystems approach, and certainly the energy flow approach, is a remarkably stimulating one, despite all the difficulties and limitations we have noted (p. 92). Can such stimulation be achieved in such a form, in one week? 283 2 Spatial allalysis In line with its current dominance within Anglo-American human geography, this paradigm is given over 40 per cent of the course time. As with the first section, it begins with an introductory unit by Philip Sarre (9). Again, most of this is good and a useful stimulus for thc bcginner. Unfortunately, however, the nature of scientific method and its relevance to explanation in human geography (it is, of course, the positivist method) is not outlined in sufficient detail, especially given some of the criticisms in section III of the course (e.g. on 'objective neutrality'). There is also some confusion over the nature of randomncss. Any pattern can be generated by a random process, so any pattern may be random; the research problem involves asking how likely this is. Following Sarre's introduction, there is a series of units on point patterns, line patterns, land-use patterns, and various aspects of movement. Again, the framework is clearly Haggctt's (1965; Haggett et aL, 1977) but the parts are presented separately without any reference to the whole. The world is decomposed for analysis of its parts (with plenty of small practical exercises to elucidate and to demonstrate techniques), but it is never put together again. The first three units, on point patterns, begin with Roy Lewis's presentation of central place analysis (unit 10). The theory-Christaller and Losch-is presented lucidly and provides an excellent introduction to these works. The section on empirical examples begins well with a classification of data but it rapidly becomes a catalogue of completed studics-sevcral of them from Wales, including Wayne Davies's analysis of the very atypical area of the Rhondda jPontypridd valleys. The empirical focus is entirely on Christaller, and makes no attempt to identify the role of theory in spatial analysis. The following double unit, on industrial location, suffers the same defect. Nine locational factors are identified and are allocated a 'chapter' each. Again, the separate presentations are lucid and sensible, but the conclusion is woefully weak; there is no integration of the nine, and no attempt to put the industrial landscape together. The two units on line patterns begin with Hay's typically dense (i.e. brief, very compact statements of sometimes complicated material) presentation on transport networks. This has the valuable asset, however, that in addition to its substantive contribution it tackles explicitly the problems of explanation, contrasting the historical jidiographic and functional/ nomothetic approaches and highlighting their relative advantages. Some of its technical digressions would have been better located in the Tecfiiiiqiies manual. The other unit (14) on 'Boundaries and bounded spaces' is probably the least satisfactory of the thirty. Its relevance is uncertain, its structure unclear, and its presentation in parts decidedly unusual. It is a clear illustration of the problems of separating parts from wholes: can boundaries be studied independently of the areas they bound? Units 15-17 are concerned with area patterns. Number 15 deals with 284 rural land usc and, not surprisingly, is predominantly focuscd on von Thunen's rings. Blundcn's presentation of the theory does not comparc with Lewis on Christaller or Toyne on Weber, howevcr; he again provides excessive cxamplcs; including repetition of matcrial from the Uruguayan case study which is also in the set book of readings. Throughout his presentation, he assumes the existence of a static markct. Hamnett's double unit on urban land-use pattern and processes is a toiir de force in tcrms of content volume. Its material is well-known, but is not always wcll intcgratcd and contains too many long quotations and too much detail (e.g. of the Winnipcg factorial ecology) to provide a cohesive piece: again, does indigestion whet the appetite, or is it only conducive to diarrhoea? The volume on movement patterns comprises four units. Brook's on transport flows is very techniquc-orientcd. Factor analysis, nodal region analysis, transaction How analysis, the gravity model, linear programming, and Ullman are all there to help fill the week. Perhaps not surprisingly, some of these complicated techniques are given too brief a trcatmcnt for comprehension either of what they do or how they do it. Sarre's presentation of innovation diffusion is generally good, within thc Hägerstrand mould; most of the material is well-known (although I found the Guernsey exercise a little puzzling) but it was surprising to find so little behavioural material. ' The last two units are explicitly behavioural, at least in part. Keeble is a bit disarming in the introduction to 'Industrial movement' with his claim (p. 104) that what causes any kind of movement is 'intrinsically interesting, for its own sake'. (If only all students agreed!) It is also intriguing why he has to deal in dollars and cents on page 109. The presentation is polished, but again leaves unanswered the question 'why?'; thc conclusion is that the unit has aimed to illustrate: the different ways geographers study movement, and to consider their particular merits and limitations (p. 128). In the context of this course, 'why?'. Finally, Sophia Bowlby's unit (21) on 'Why people move' is undoubtedly the best of the whole set, with a lucid presentation and a sensible illustration of behavioural analysis. 3 Values, relevallcc aiidpolicy . This set of units (unfortunately lacking number 29) is included to illustrate the current debate within human geography on relevant research and the relative merits of the so-called 'liberal' and 'radical' approaches. Unlike the other two parts, it has only a brief introduction, which stresses (as do several of the authors) that there are many contentious issues involved which require student judgement and evaluation. (The average Open University student may be better able to demonstrate such 'critical awarencss' than his more immature counterpart undergraduate elsewhere, who tends to ques- 285 tion little of what is presented to him. hlcvcrthclcss, can a foundation course in a subject justifiably ask that its students: evaluate the arguments and criticisms put forward in section III, weigh them against the more established (but not necessarily right) ideas in the previous sections and draw your own reasoned conclusions as to their respective validity (p. 5)? All in nine weeks!) Perhaps the lack of a strong introductory unit is a real hindrance here, since there is no introduction to either the nature of other (i.e. non-scientific method) modes of analysis (notably marxist) or to types of planning: Sarre's work for the other two sections would bear repetition for this one. The first of the units is a presentation by Smith on welfare geography, much of which is a synopsis of his book (Smith, 1977) supported by readings from it and references to it. The argument suffcrs a little from compression, but is readable and interesting. O'Riordan on 'Resource management' is typically interesting and well-written, though dense and perhaps over-full with good examples. This is a good example of appetite- whetting although I wish I understood figure 11 and would have expected the oil company profits in figure 6 to have been presented both in constant S (to take account of inflation) and in relation to turnover and assets. Finally in this group, Peter Ambrose's unit 24 on 'Access and spatial inequality' is stimulating and well-presented, once one gets beyond the over-demanding introduction and its brief presentation of several difficult concepts from Harvey's work, concepts which are not used as the basis for further discussion. Unit 25, by Doreen Massey, is the first to present a detailed critique of material presented in the spatial analysis section. It cannot be read and assimilated rapidly, but it is a very careful presentation of the marxist argument against focusing industrial location studies at the level of the firm. It lacks sufficient examples, however, (in contrast to most other units) to get the message across to the student who is better at handling empirical detail than theoretical argument. Peter Ambrose follows with a similar critique of intraurban pattern analysis, illustrating how the land market is operated-by private and public sectors-to determine use patterns. - The following double-unit, on 'Third world development', tries hard but, unlike most of the others, is marred by careless writing. (On page 43, for example, we are told both that countries tended to cluster in groups along Berry's development scale and that there were no sharp breaks on the scale!) Almost certainly, too much is attempted in relatively few words (about 60 000 including diagrams). Finally, given the absence of unit 29, Edwin Brooks builds on his experience as an MP for four years to discuss 'Geography and public policy'. This ranks second to unit 14 on my scale of dissatisfaction. The analyses presented of Liverpool are statistically naive and substantively trivial. There is yet more history-which seems irrelevant in an introductory 286 course—but the main complaint must be against thc trivialization of geographical expertise. According to Brooks, the geographer's - two basic attributes: his spatial approach and his willingness to synthesize as well as analyse (p. 34) are what he offers to policy-makers and, indeed, his 'distinctive value' would seem to be his ability in 'the use of cartography even in a comparatively simple form' (p. 24). Brooks's prognosis for applied geography demeans thc intellect of his colleagues and would put the discipline back where it was 30 years ago, as a location for data collection (by sixthformers in a park-pagc 38!) and cartography. Theory and analysis ...?! III The course From the parts to the whole. What does this course tell us about teaching introductory human geography? What can be learned from it? What are its strengths and weaknesses? One of the clear strengths is the high average quality of presentation and writing in the various units: as indicated above, few fall from grace. The texts are generally lucid; there is useful employment of practical skills; and the insertion of questions and answers helps convcy the message. But is there too much? By my estimate, the 29 course unit texts comprise about 1 million words (diagrams are counted as word-cquivalents for the space they cover, on thc assumption that thcy must be studied). This is an average of about 35 000 words to be read per week. In addition, there are the sct texts. Not all of Haggett's book is to be read, but all of the readings in Blunden et al. are referred to, and these add another 250 000 words or thereabouts (8000 a week). Then there are the exercises to do, the assignments to complete, the essays to write ... Perhaps if we all did our sums about the volume of words we expect students to read and absorb we would be surprised, but certainly this volume surprises me. There again, .presumably the Open University knows its market ... It is not so much the sheer volume of material, however, but its range which is the most staggering element. The course team have undoubtedly illustrated Philip Sarre's implicit claim that human geography is characterized by its eclecticism. And yet their coverage is far from comprehensive. The behavioural 'paradigm', for example, covers only the behaviourist work stimulated by Wolpert, Golledge, Brown and others in the 1960s. There is no reference at all to the hermeneutic and humanistic approaches exemplified by the writings ofYi-Fu Tuan and David Lowenthal (Lowenthal is in I3lunden et al., presumably for unit 29); despite the claims of Anne Buttimer, Torten Higerstrand and David Ley, among others, it would seem that such approaches (rooted for many but not all in historical geography) fail to offer answers to the Course Team's fourth question 287 'How ought space to be structured?' ('time-geographers' beware!). Furthermore, despite the introductory caveats to section III, tlie coverage of thc structural approach of the marxists and others who arc in debate with the 'liberals' is thin and the critique presented is generally very mild: perhaps unit 29 will make a difference here. And, of course, not all agree that the function of a university degree is to make people useful, in a vocational sense, hence my unease (especially at the introductory level) . with the 'policy' orientation of section III. Even with these gaps and biases in cmphasis, hotvever, I doubt whether such a catholic presentation has much educational impact. Depth must be sacrificed to brcadth, it seems, and despite the detail of some of the unit texts it is very unlikely that students could fully assimilate more than a small proportion of the material presented (to give back in course assessments!). If the course is intended only as a 110rs d'oeuvre and as a canvassing mechanism for later, more advanced and specialized courses, the catholicity of D204 may be no bad thing. But it carries the great danger that by presenting them with a skimming of thc cream, students may feel when they next meet certain topics that they have already encountered the whole pint; the material is 'old hat'-they've done it all before and see no point in the deeper analysis being offered this timc. But is is not simply the catholicity which is somcwhat mind-boggling, it is also the format used. Nineteen separate authors havc been employed in preparing the course unit texts, plus one other who wrote the Techniques mallual. In effect, it seems, a series of topics was determined and individuals-cither in-housc or from outside-were invited to 'do their own thing' within certain constraints. There is plenty of cross-referencing between units, indicative of careful formal editing, but in general the impression is, as I have indicatcd before, of parts lacking a whole. Most of the units are interesting and well-presented, but there is no framework to hang the material on. For most introductory courses, and D204 even more so, students visit tutors to obtain such a framework, but many tutors will be unable to handle this great range of material with confidence. Their difficulties will be compounded by the maturity of some of the students, plus the 'critical awareness' that they are supposed to develop, and the amount of detail in some of the textual material. A common problem of courses lectured to by a large number of individuals is that each expects too much from the students in his small part, and presents, for example, unrealistic reading lists. D204 has all the hallmarks of this problem. This is not to argue that an introductory course should not attcmpt to cover a broad canvas. Haggett's text does, and it presumably evolved out of an introductory course. The big difference is that it is written by one person and so has a much greater measure of integration. Furthermore, it does not attempt, in a single prescntation, both to set up something carly on, in a relatively brief treatment, only to knock it down a few weeks later, as this course does (despite claims that of course neither side is necessarily right). 288 Can introductory students handle such a situation over so short a period? Does the format of D204 reflect either dissensus or lack of confidence among the course team? It is becoming quite general these days for those propounding what Blunden et al. call the 'radical or structural' paradigm to spend much of their time knocking down the old, for students who must take the knockers' word about the characteristics of the old. Why not bc positive and start anew, assuming that L6sch never existed; I doubt if the students will mind. To me, therefore, the course, as represented by the printed materials (I havc neither reviewed the radio and television programmes nor attended the Summer School) fails by _trying to be all things to all men, and involving too many people all trying to do too much. Is there any alternative? What could be left out? For a start, I would omit the histories, not just units 2 and 3 but many of the introductions to other units: is it really relevant to introductory students to tell them about Clements Markham and the Guyana/Venezuela border, Eva Taylor and the 'axial belt', or Fleure's 'human regions'? Again, it seems, introduction of such material indicates a lack of confidence on the part of the Course Team: my own experience is that the history of a discipline is best appreciated after its content has been studied (Johnston, 1979). I would probably split D204 into three courses: man-environment systems; spatial analysis and planning; and, perhaps when the other two have been completed, an integrated approach to gcographical analysis. If each of these were taught for thirty weeks, depth of analysis would be possible. Of course, students might not be attracted in large numbers, and the pressures of the numbers game increase incessantly. It is, of course, very easy to criticize, and few of us have done much about trying to present alternatives in a constructive manner (as indicated by my own stumbling efforts: Johnston, 1977; 1978). One of the few who has made a serious attempt is Gould (1973; 1977; 1978), following up his earlier text (Abler et al., 1971) with its initial emphasis on methods. Nevertheless, as made clear in his latest contribution (Gould, 1978), he assumes that the courses he is designing are for potential professional geographers who have already been attracted to the subject by introductory courses: the material in the book containing his essay (Lanegran and Palm, 1978) is intended for such courses, and is much more esoteric and eclectic than that in D204 as a means of 'inviting you to find out more about a subject of great importance' (p. xv). As I indicated earlier, in the English higher education system the sort of introductory course represented by D204 is of marginal importance only; departments are not on the hustings competing for students in the majority of universities--they already have a captive market. But the lower levels of that education system could well change markedly in the 1980s, and universities, polytechnics and colleges may have to change too, to accommodate a new type of incoming student. The design of introductory 289 courses may then become a much more crucial issue, and D204 will offer a wealth of relevant experience. IV The materials in use outside the course The materials reviewed here are all offered for sale by the Open University, presumably in the belief that they are of use for students and staff on similar courses and that there is a substantial market to be exploited. How valuable are they, either separately or collectively? - The total cost of the material on offer by the Open University is ~43.50 (plus the missing unit 29 if and when it appears): Haggett's text costs ~4.50; Chisholm's ~1; and the set of readings £4.95. (The latter, per page, is the 'best buy'.) Thus a total outlay of ~53.95 is necessary if a full course is to be built on this material, and clearly this is beyond any student's pocket. (The Tetltrtiqeres matlllal is the most expensive. There is also a useful manual, Use of libraries and tlte literature ojlnttriart geography, priced £1.10.) It might be feasible to teach a course with the students buying Haggett's book alone, and with the unit texts available in a library, but do people teach introductory courses that way? It is only as isolated individual books that the units can be considered for student purchase, therefore, and here several problems arise. The first is that the vast majority of them are not designed to stand alone, witness the many cross-references to other units and to the set books. They would be frustrating to use. Further, they are not cheap and come in bundles which may not be entirely relevant to another course; a lot of unnecessary material might have to be purchased. Some of the units are pr6cis of other pieces by the author, and students are undoubtedly best referred to the originals. And, finally, how many teachers would want to refer students to material which includes statements such as Read Gould's article now, do not worry about the odd reference to the statistical procedures used (Goodenough, units 27-28, p. 48). Never mind the words; listen to the music? Clearly, outside sales are serendipitous to the main activity of the Open University, and their materials-at least those for D204-are not suitable . for general student purchase. This is unfortunate in several cases, for some of the material is very good and its authors could do an excellent job for an introductory audience. Perhaps skilful editing, and separate, cheaper publication of some of the better units would be a worthwhile task and pay commercial dividends. The book of readings is even more esoteric than most of the bundles of units. Most such volumes are of a similar character (there are rare exceptions, such as the pioneering collections edited by Mayer and Kohn, Wagner and Mikesell, and Burton and Kates for the University of 290 Chicago) and their wide utility is dubious. At r4.95, the book edited by I3lutZden et al. is unlikely to be relevant to any other course. It has a few fugitive pieces in it, but a xerox machine is a morc sensible mode of access to those: it cannot be recommended for libraries, let alone for purchase by individuals. V Conclusions Academic geographers, I have contended here, have worshipped far too long at the shrine of eclecticism, and as a result have probably done the vast majority of their students a disservice. The impression which the latter get of the discipline is of a formless amoeba-like conglomeration of topics taught as separate units by quasi-anarchic individuals. The discipline lacks a core-and has done for several decades-so that it is futile for the paradigm-seekers to claim that one must expect a variety of views when a revolution is in progress. Students need a framework, a coat rack on which to hang the various garments they are offered. The designers of D204, like their contemporaries everywhere, have avoided the tasks of either building a new, or selecting an existing, framework. Thcy have furthered the opinion that 'geography is all things to all men'.. It could be argued that the design of teaching programmes is hindered by the academic preoccupation with research. I doubt that this is the case, but it is true that we expend little of our public effort discussing how we should teach our discipline, and what materials we should use. The D204 materials offer a chance for such discussion. Do others? Are, for example, the CATALOG publications to be reviewed as teaching sets? Or will we continue with our apathetic anarchy? VI Appendix Open University Course Texts Se1 I Man and environment (units 1-3: unit 1-Utiderstatiditig ellvirOIlt1lmts by Philip Sarre; unit 2-Approaclres to the sturdy cifmall aud rlre eUVirOIlI1lf1Jt by Rees Pryce; unit 3- The J?eograp//er as mapmaker by Alan Hodgkiss). ISBN 0 335 07200 3, 136 pages, ~3.90. Man and environment (units 4-6, parts 1 and 2: A1an's impact on tlre errvirorrruerrt by John I3lunden; Resource exploitatioll by John Blunden; ISBN 0 335 07201 1, 148 pages, /;3.90. Man and environment (units 7-8: unit 7-Popitiatioiigroit,tlz and the elJVirOlllllfllt by 291 Stephanie Goodenough; unit 8-A1au-environl/lent relationships as complex ecosystems by Andrew Learmonth and Ian Simmons). ISBN 0 335 07203 8, 96 pages, ~2.90. Section 11 Spatial analysis, point patterns (units 9-12: unit 9-Pattertz aud process by Philip Sarre; unit 10-Ceittrat place allalysis by Roy Lewis; units 11-12-Illdustrial location by Peter Toyne). ISBN 0 335 07202 X, 178 pages, £4.90. Spatial analysis, line patterns (units 13-14: unit 13-Trausport networks by Alan Hay; unit 14-Borrrrdaries and bounded spaces by Christopher l3rook). ISBN 0 335 07205 4, 88 pages, £2.90. Spatial analysis, area patterns (units 15-I7: unit 15-Rraral land use by John . Blunden; units 16-17-Urban land-use patteriis aud processes by Chris Ham- nett). ISBN 0 335 07207 0, 144 pages, ~4.90. Spatial analysis, movement patterns (units 18-21: unit 18- Transport flows by Christopher Brook; unit 19-Illtlovation diffusion by Philip Sarre; unit 20-lu- difstrial iiioveiiietit by David Keeble; unit 21-JVhy people move by Sophia Bowlby). ISBN 0 335 07206 2, 184 pages, ~5.40. Section 111 I Values, relevance and policy (units 22-24: unit 22-Tite welfare approach to hr(ittaii geography by David Smith; unit 23-Resource marza.l?el1lent by Timothy O'Riordan; unit 24-Access and spatial inequality by Peter Ambrose). ISBN 0 335 07209 7, 124 pages, £3.90. Values, relevance and policy (units 25-26: unit 25-Indltstriallocation theory, reconsidered by Doreen Massey; unit 26-The determinants of urban lalld use charye by Peter Ambrose). ISBN 0 335 07210 0, 80 pages, ~2.30. Values, relevance and policy (units 27-28: Vafiies, relevance aild ideology in Tlrird Tivorldgeography by Stephanie Goodenough). ISBN 0 335 07213 5, 72 pages, . £ 1.60. Values, relevance and policy (unit 13: Geography and public policy by Edwin Brooks). ISBN 0 335 07212 7, 40 pages, /;1.50. Fundamentals offiimiaii geography techniques maniial by Michael Bateman, ISBN 0 335 07204 6, 76 pages, £3.30. Use of libraries and tlre literature ofl111lllangeograplry by Paul Smith. IS13N 0 335 07208 9, 36 pages, £1.10. All published by Open University Educational enterprises, Stoney Stratford, Milton Keynes. Other texts referred to: Haggett, P. 1975- Geograplry: a modem synthesis, second edition. London: Harper and Row. Chisholm, M..1975: Humall geography: evolution or revolutioll. Harmondsworth: Penguin Books. 292 I3lunden, J., Haggett, P., Hamnett, C. and Sarre, Y., editors, 1978: Frllldalllelltals of lUll/ran geography: a reader. London: Harper and Row. VII References Abler, R.F., Adams, J.S. and Gould, P.R. 1971: Spatial organization: the geographer's view of the world . Englewood Cliffs: Prentice-Hall . Gould, P.R. 1973: The open geographic curriculum. In Chorley, R.J., editor, Directions in geography , London: Methuen, 253-84. 1977: What is worth teaching in geography? Journal of Geography in Higher Education 1, 20-36. 1978: Concerning a geographic education. In Lanegran, D. A. and Palm, R., editors, An invitation to geography, second edition. New York: McGraw-Hill, 202-26. Haggett, P. 1965: Locational analysis in human geography. London: Edward Arnold. Haggett, P., Cliff, A.D. and Frey, A.E. 1977: Locational analysis in human geography, second edition . London: Edward Arnold . Johnston, R.J. 1976: Anarchy, conspiracy and apathy: the three 'conditions' of geography. Area 8, 1-3. 1977: On geography and the organisation of education. Journal of Geography in Higher Education 1, 5-12. 1978: More on the structure of British education and the role of geography. Journal of Geography in Higher Education 2, 6-13. 1979 : Geography and geographers: Anglo-American human geography since the Second World War. London: Edward Arnold. Lanegran, D.A. and Palm, R. 1978: An invitation togeography, second edition. New York: McGraw-Hill. Smith, D.M. 1977: Human geography: a welfare approach. London: Edward Amold.</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>Abler, R.F.</surname></name>, <name name-style="western"><surname>Adams, J.S.</surname></name> and <name name-style="western"><surname>Gould, P.R.</surname></name><year>1971</year>: <source>Spatial organization: the geographer's view of the world</source> . <publisher-loc>Englewood Cliffs</publisher-loc>: <publisher-name>Prentice-Hall</publisher-name> .</citation></ref><ref><citation citation-type="book" xlink:type="simple"><name name-style="western"><surname>Gould, P.R.</surname></name><year>1973</year>: <source>The open geographic curriculum</source>. In <name name-style="western"><surname>Chorley, R.J.,</surname></name> editor, <source>Directions in geography</source> , <publisher-loc>London</publisher-loc>: <publisher-name>Methuen</publisher-name>, <fpage>253</fpage>-<lpage>84</lpage>.</citation></ref><ref><citation citation-type="journal" xlink:type="simple"><year>1977</year>: <article-title>What is worth teaching in geography?</article-title><source>Journal of Geography in Higher Education</source><volume>1</volume>, <fpage>20</fpage>-<lpage>36</lpage>.</citation></ref><ref><citation citation-type="book" xlink:type="simple">1978: <source>Concerning a geographic education</source>. In <name name-style="western"><surname>Lanegran, D. A.</surname></name> and <name name-style="western"><surname>Palm, R.,</surname></name> editors, <source>An invitation to geography</source>, second edition. <publisher-loc>New York</publisher-loc>: <publisher-name>McGraw-Hill</publisher-name>, <fpage>202</fpage>-<lpage>26</lpage>.</citation></ref><ref><citation citation-type="book" xlink:type="simple"><name name-style="western"><surname>Haggett, P.</surname></name><year>1965</year>: <source>Locational analysis in human geography</source>. <publisher-loc>London</publisher-loc>: <publisher-name>Edward Arnold</publisher-name>.</citation></ref><ref><citation citation-type="book" xlink:type="simple"><name name-style="western"><surname>Haggett, P.</surname></name>, <name name-style="western"><surname>Cliff, A.D.</surname></name> and <name name-style="western"><surname>Frey, A.E.</surname></name><year>1977</year>: <source>Locational analysis in human geography, second edition</source> . <publisher-loc>London</publisher-loc>: <publisher-name>Edward Arnold</publisher-name> .</citation></ref><ref><citation citation-type="journal" xlink:type="simple"><name name-style="western"><surname>Johnston, R.J.</surname></name><year>1976</year>: <article-title>Anarchy, conspiracy and apathy: the three 'conditions' of geography</article-title>. <source>Area</source><volume>8</volume>, <fpage>1</fpage>-<lpage>3</lpage>.</citation></ref><ref><citation citation-type="journal" xlink:type="simple"><year>1977</year>: <article-title>On geography and the organisation of education</article-title>. <source>Journal of Geography in Higher Education</source><volume>1</volume>, <fpage>5</fpage>-<lpage>12</lpage>.</citation></ref><ref><citation citation-type="journal" xlink:type="simple"><year>1978</year>: <article-title>More on the structure of British education and the role of geography</article-title>. <source>Journal of Geography in Higher Education</source><volume>2</volume>, <fpage>6</fpage>-<lpage>13</lpage>.</citation></ref><ref><citation citation-type="book" xlink:type="simple"><year>1979</year> : <source>Geography and geographers: Anglo-American human geography since the Second World War</source>. <publisher-loc>London</publisher-loc>: <publisher-name>Edward Arnold</publisher-name>.</citation></ref><ref><citation citation-type="book" xlink:type="simple"><name name-style="western"><surname>Lanegran, D.A.</surname></name> and <name name-style="western"><surname>Palm, R.</surname></name><year>1978</year>: <source>An invitation togeography</source>, second edition. <publisher-loc>New York</publisher-loc>: <publisher-name>McGraw-Hill</publisher-name>.</citation></ref><ref><citation citation-type="book" xlink:type="simple"><name name-style="western"><surname>Smith, D.M.</surname></name><year>1977</year>: <source>Human geography: a welfare approach</source>. <publisher-loc>London</publisher-loc>: <publisher-name>Edward Amold</publisher-name>.</citation></ref></ref-list></back></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Book review essays: Introductory human geography: observations based on the materials for the Open University's course D204 'Fundamentals of human geography'</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>Book review essays: Introductory human geography: observations based on the materials for the Open University's course D204 'Fundamentals of human geography'</title></titleInfo><name type="personal"><namePart type="given">R.J.</namePart><namePart type="family">Johnston</namePart><affiliation>University of Sheffield</affiliation></name><typeOfResource>text</typeOfResource><genre type="review-article" displayLabel="review-article"></genre><originInfo><publisher>Sage Publications</publisher><place><placeTerm type="text">Sage CA: Thousand Oaks, CA</placeTerm></place><dateIssued encoding="w3cdtf">1979-06</dateIssued><copyrightDate encoding="w3cdtf">1979</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><relatedItem type="host"><titleInfo><title>Progress in Human Geography</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0309-1325</identifier><identifier type="eISSN"></identifier><identifier type="PublisherID">PHG</identifier><identifier type="PublisherID-hwp">spphg</identifier><part><date>1979</date><detail type="volume"><caption>vol.</caption><number>3</number></detail><detail type="issue"><caption>no.</caption><number>2</number></detail><extent unit="pages"><start>279</start><end>292</end></extent></part></relatedItem><identifier type="istex">DE2F4D351018E702C55C4EC8C7192D71ABE093BE</identifier><identifier type="DOI">10.1177/030913257900300205</identifier><identifier type="ArticleID">10.1177_030913257900300205</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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