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1.
《The Professional geographer》2013,65(1):77-85
Substantial changes in a core idea of geography, integration, have occurred since Alexander von Humboldt published Kosmos (1845-1862). These changes are part of a larger shift in Western civilization to mechanistic reasoning. This shift led to the strengthening of system-based analysis, central to the development of geographic information systems (GIS). The duality of holism and the systems approach has led to an apparent contradiction in geography. R. Hartshorne in The Nature of Geography described this contradiction, but as did Alfred Hettner and Emil Wisotzki before, moved to partial systems as the core concept of geographic integration. Hartshorne's concept of vertical integration is the antecedent for the ubiquitous GIS layer model. The reduction of geographic relationships and processes to mechanistic components (layers) aids the systematic approach, but may lessen geographic understanding of a place's interrelationships. Although the partiality of the system approach was already acknowledged by Finch and Hartshorne in the 1930s, the tension between holistic and system approaches in geography remains. Holism and system-based approaches are indeed complementary methods for developing geographic understanding. Using holistic approaches to understand geographic phenomena, before we teleologically (following a purpose) analyze phenomena as a system, extends GIS to include broader interrelationships of geography in specific locations. 相似文献
2.
《The Journal of geography》2012,111(5):207-218
Abstract American students are encouraged to become globally competitive. I argue that in a world plagued by social inequality and environmental mismanagement, students should become globally cooperative. But this position is not new. Nineteenth century geographers such as Peter Kropotkin argued that geographic education should promote cooperation and tolerance of others. This article explores why geographers cast aside this progressive vision for geographic education. It hypothesizes that geography's pursuit of academic and scientific legitimacy prompted it to spurn “value-laden” methods. The article concludes by suggesting that geographers return to their social justice roots by adopting constructivist pedagogical methods of Paulo Freire. 相似文献
3.
《The Journal of geography》2012,111(4):196-202
Abstract The ultimate goal of all geographic education is to have our students think geographically for life. To this end, the five geographic skills sets allow teachers to use the inquiry approach to more accurately observe whether or not geographic thinking is actually taking place. As essential components of these geographic skills, fieldwork, journaling, and stories based on the field experience have proven to be effective tools of inquiry. This article demonstrates how a journal, kept by the author while on an advanced alliance summer institute to Russia in 1996, was used to write an original short story based on the author's fieldwork there. The author's experiences model the five geographic skills sets in developing lesson plans for the original short story, The Dragon and the Anchor. These activities allow the students to sharpen their geographic skills and develop a sense of place by studying the changes that have occurred in Russia since the fall of communism in 1991. 相似文献
4.
《The Journal of geography》2012,111(5):527-529
Abstract This article deals with the issue of providing geographic training to prospective teachers from the perspective of a secondary school teacher who also teaches a social studies methods course. Research in educational journals provided a background for describing the lack of geographic training among social studies teachers. While the National Geographic Society's alliance network is addressing this issue among practicing teachers, there is still a need to include some geography training for preservice teachers. Suggestions are offered for including geography within the context of the social studies methods course. A plea is also made for geography professors to include the new National Geography Standards in their courses, especially in introductory courses. 相似文献
5.
《The Journal of geography》2012,111(5):307-313
Abstract Instructors have continually sought new methods and teaching aids to improve lectures and course content. This is especially true today as relevance and innovation become by-words in course evaluations. The recent availability of color space photography provides the instructor with a valuable new method of illustrating geographic phenomena. This photography complements the usual combinations of visual aids in three ways: (1) Scale; (2) Context; and (3) Realism. After textbook diagrams have focused the student's attention on separate geographic features, photographs taken from space place these phenomena in the fuzzy context of reality. By using the two concepts together the student can obtain a better perspective of the interrelationship of geographic factors in the real world. 相似文献
6.
《The Journal of geography》2012,111(6):578-591
Abstract This paper aims to develop a new pedagogic framework for teaching GIS at the college and university level using Berry's geographic matrix. By synthesizing different schools of thought, this paper argues that GIS education essentially involves two aspects—how to teach about GIS and how to teach with GIS. Berry's geographic matrix can be used to tie these dual aspects of GIS education together neatly. As an abstract representation of geographical phenomena, the geographic matrix embeds all three entities of GIS—location, attribute, time—and thus can help GIS instructors teach about GIS. As a synthesis of geographical approaches, the geographic matrix can assist GIS instructors teach with GIS. This paper demonstrates that GIS is actually an implementation of Berry's geographic matrix. Furthermore, the 10 approaches to geographical analysis, originally proposed by Berry for the geographic matrix, can be executed routinely in a GIS environment. By incorporating Berry's geographic matrix into GIS education, teachers can enable students to surpass technical issues and to appreciate the conceptual and functional linkages between GIS and geography's intellectual core. 相似文献
7.
《The Journal of geography》2012,111(2):39-46
Abstract Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the context of Jules Verne's Around the World in Eighty Days. Most of the students in this study reported that not only did their knowledge of the world increase after completing the course assignment but that their interest in the discipline increased as well. 相似文献
8.
《The Journal of geography》2012,111(2):116-117
Abstract PHYSICAL GEOGRAPHY TODAY: A PORTRAIT OF A PLANET. By Robert J. Kolenkow et al. Del Mar, California: CRM Books, 1974. Pp. ix + 517, $13.95. INQUIRY EXPERIENCES IN GEOGRAPHY (Annotated Teacher's Edition). By Lawrence W. Latour. Lexington, Mass.: Ginn and Company, 1973. Pp. 156. 相似文献
9.
《The Professional geographer》2013,65(3):452-458
Abstract The Department of Geography at Arizona State University implemented a field exam as part of its PhD program requirements. This field exam requires students to develop an independent field-based research project based on a general question in the student's specialty area. A survey of current and former PhD students and faculty members document how the field exam assists students in developing skills necessary for continuing graduate research and for preparing them for the rigors of academic employment. The outcomes of the exam include both long-term, process-related benefits and more immediate tangible rewards. For some students, the preliminary fieldwork and results redirect student interests and form the basis for their eventual dissertation. The field exam is adaptable to a diversity of geography research methods, subject areas, and graduate degree programs, while remaining grounded in the discipline's vibrant, widely respected fieldwork tradition. 相似文献
10.
HARLAN J. ONSRUD JEFFREY K. PINTO 《International journal of geographical information science》2013,27(4):447-467
Abstract Appropriate diffusion of geographic information technologies is hampered by lack of systematic research on factors and processes affecting diffusion, utilization and impact assessment of the technologies and by a variety of conceptual and methodological problems. Diffusion of innovation principles developed in other fields, in combination with methods developed within the field of management information systems, provide an important beginning for improved understanding. This paper focuses on gaps in knowledge which might be addressed within the geographic information field by analysis techniques and research methodologies used in the diffusion of innovations. 相似文献
11.
《The Journal of geography》2012,111(3):125-127
Abstract Instruction at the primary grade level should be designed to give attention to a child's developmental level and to utilize a child's experience. This article describes how the geographic themes of location, movement, and region can be taught in the primary grades. Students move from concrete to semiconcrete to abstract tasks while learning geographical skills incorporated with math, science, reading, and writing. 相似文献
12.
Francis Harvey 《The Professional geographer》1997,49(1):77-85
Substantial changes in a core idea of geography, integration, have occurred since Alexander von Humboldt published Kosmos (1845-1862). These changes are part of a larger shift in Western civilization to mechanistic reasoning. This shift led to the strengthening of system-based analysis, central to the development of geographic information systems (GIS). The duality of holism and the systems approach has led to an apparent contradiction in geography. R. Hartshorne in The Nature of Geography described this contradiction, but as did Alfred Hettner and Emil Wisotzki before, moved to partial systems as the core concept of geographic integration. Hartshorne's concept of vertical integration is the antecedent for the ubiquitous GIS layer model. The reduction of geographic relationships and processes to mechanistic components (layers) aids the systematic approach, but may lessen geographic understanding of a place's interrelationships. Although the partiality of the system approach was already acknowledged by Finch and Hartshorne in the 1930s, the tension between holistic and system approaches in geography remains. Holism and system-based approaches are indeed complementary methods for developing geographic understanding. Using holistic approaches to understand geographic phenomena, before we teleologically (following a purpose) analyze phenomena as a system, extends GIS to include broader interrelationships of geography in specific locations. 相似文献
13.
《The Journal of geography》2012,111(9):562-563
Abstract The George J. Miller Award for Distinguished Service Committee has selected truly “A Person for all Seasons.” The recipient of this year's award favors the tropics, but has had rich experiences in the middle and high latitudes as well. The approach to geographic analysis which this year's recipient espouses has a rough but recognizable parallel in De Bello Gallico: “Gallia est omnis divisa in partes tres” (referring, obviously, to the recipient's A-V-T association). Although never a general—and here I presume Julius Caesar was—this person has chaired, ruled, flown, edited, directed, presided, superintended—and in each case earned a title appropriate to the service. But in two distributaries of endeavor where much of the time no formal title is granted, this year's award recipient has truly excelled: serving the profession and teaching students. 相似文献
14.
《The Journal of geography》2012,111(4):211-212
Abstract This article advocates that geography teachers undertake field studies of human systems with their students. A field trip process is described that helps teachers to guide students to explore and analyze a real human system with the expressed goal of building skills that can transfer to and complement a wide range of geographic learning tasks identified in Geography for Life: National Geography Standards 1994. Students are taken to a human system, such as a supermarket or a hotel. In groups, students interview as well as tour with a representative of a key department of the human system. Using teacher-supplied materials, groups create models or visual schematics of the whole human system they studied. The model must show the complex as a collection of interdependent elements with distinct functions. The learning outcomes achieved by students are a collection of geographic skills ideal for transfer to subsequent geographic investigations of urban places and or regions. 相似文献
15.
《The Professional geographer》2013,65(4):537-538
Abstract In this article I ask to what extent geographers can draw on psychoanalytic theory when examining interview data. I consider Freud's theory of the mind and its unconscious processes to ask how bringing the unconscious to bear on identity studies potentially impacts qualitative research on subjectivity and identification. Existing geographic debate on psychoanalytic theory and methods provides an organizing framework for my argument. Although the article advocates an ontology of the psychoanalytic subject, I suggest that researchers must avoid psychoanalyzing research subjects. This distinction limits the ways in which scholars can “read” personal narratives for unconscious processes. 相似文献
16.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(3):107-116
The geographic problematic stems from the fact that we cannot accept reality as it is and so we create places to transform reality into what we think it ought to be, and then transform this new reality, and on and on. This paper explains how our place-making is essential in this transformation because place is a humanly constructed instrument that works much like a loom, helping us weave together elements of nature, meaning, and social relations to create projects and thus change reality into a new one. Understanding place's effect as an indispensable instrument sheds light on problems of identity, essentialism, scale, spatiality, the generic and specific, postmodernism, and our role as geographic agents. 相似文献
17.
Helen Couclelis 《International journal of geographical information science》2013,27(12):1785-1809
This article explores the notion of a system of ontologies specifically designed for the needs of an information science. A framework for geographic information ontologies is outlined that focuses on geographic information constructs rather than on the direct representation of real-world entities or on linguistic terms. The framework takes the form of a generative hierarchy anchored by the notion of intentionality at one end and of a spatiotemporal field of potentially relevant information at the other. Two theoretical notions are used in the generation of the hierarchy. The first is the principle of semantic contraction, whereby, starting from a level of geographic information constructs specified so as to reflect user intentionality, semantically coherent domains of properties are removed over several steps until only the rudiments of a spatiotemporal information system are left. The second notion is that of object of discourse, which allows entities to be represented as the composites of geographic information constructs at the higher levels of the hierarchy, explicitly reflecting the connections between the purpose, function, appropriate internal constitution, and ensuing categorization of the entities represented. The framework's main contribution is thus twofold: first, it allows the notions of user purpose and object function to be directly built into geographic representations; second, it proposes a hierarchy of ontological levels that are linked by systematic semantic relations. Further, the framework presents an integrated view of object and field representations. It may also provide a novel perspective on a number of issues of ongoing interest in geographic information science. 相似文献
18.
Teaching Geography's four traditions with Poetry 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(1):24-31
Abstract Poetry is a powerful form of writing that has received relatively little attention from geography educators. However, most poetry is imbued with explicit and vivid references to physical and human phenomena over space, and is thus a source of information that may help illustrate a variety of geographic concepts. This article uses William Pattison's four traditions of geography as a framework for illustrating the explicitly spatial concepts present in selected poetry. Through the poetry of authors like Walt Whitman, Robert Frost, and Maya Angelou, this work introduces a new perspective from which to teach and to learn familiar geographic themes. 相似文献
19.
David Lulka 《Urban geography》2013,34(8):1119-1143
Abstract Nonhuman animals are part of the dynamism that typifies cities, yet prior research has obscured this condition by focusing upon a limited subset of animals and the privatized spaces that contain them. Consequently, previous research provides little guidance in developing a post-human conception of cities. This paper redresses this deficiency by redefining conceptions of “the public” and analyzing data from San Diego's Dead Animal Removal Program (DARP). Commensurate with modern political conceptions, “the public” is defined simultaneously as a spatial formation and (akin to democracies) a quantitative body of bodies. The DARP data indicate the pervasive presence of nonhuman animals in urban environments and the difficulties they face. As a nexus, the DARP illustrates how urban practices and bureaucratic systems reinstantiate “the public” in humanized form through the death and disposal of nonhumans. These hybrid relations challenge geographic methods. 相似文献
20.
《The Journal of geography》2012,111(4-5):226-232
Abstract The geographic skills, as outlined in Geography for Life, provide an avenue for assessing students' work in geography. If used across the scope and sequence of the curriculum, a common scoring guide based on these skills offers opportunities for students to demonstrate their ability to use inquiry approaches to study geography and to improve those abilities over time and over different geographic questions. If used consistently, a geographic skills scoring guide can also help to communicate to a broader audience of parents, administration, and the public as to what the discipline of geography encompasses. 相似文献