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1.
The Legacy of Jedidiah Morse in Early American Geography Education: Forgotten and/or Forgettable Geographer? 
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下载免费PDF全文 Despite numerous and significant writings by historians of geography and biographers from other disciplines, and his authorship of the first geography textbooks written in and for the new American republic, most geographers are largely unaware of the contributions of Jedidiah Morse in academic geography. Writings about Morse suggest that he had alienated himself from many of his contemporaries early in his career through his authoritarian brand of Calvinistic republicanism, a perceived contradiction of that style with his entrepreneurial ambitions, his role in the controversial Bavarian Illuminati, and a dispute with a noted New England historian. But subsequent, broader intellectual movements sealed Morse's fate as a forgotten geographer (to most), including the end of the Second Great Awakening, Transcendentalism, Darwinism, and the “new,” process‐based geographical thinking inspired by Carl Ritter, Alexander von Humboldt, and Arnold Guyot. Regardless of the reasons for Morse's lost legacy, his contributions to geographical education are important and should be remembered. 相似文献
2.
Garth Andrew Myers 《The Professional geographer》2001,53(4):522-532
This article analyzes representations of Africa found in ten introductory human geography textbooks. Recent research in communications studies cites the common tendencies of the U.S. media to represent Africa in rhetorical tropes of disaster that are ahistorical and rife with geographical abstraction and misrepresentation. The main textbooks in geography tend to avoid ahistorical and geographical simplification, yet they often repeat stereotypes and misleading media imagery concerning Africa. A broad body of works by geographers in the last decade that offers critical scholarly analysis of both African crises and African everyday life is generally underrepresented in the discipline's introductory textbooks, although some encouraging exceptions do exist to that generalization. It is suggested that geographers need to critically re‐examine the ways in which African examples are utilized to teach fundamentals of human geography. 相似文献
3.
China＇s geographical regionalization in Chinese secondary school curriculum （1902-2012） 总被引：1，自引：1，他引：0
As geographic literacy training is an essential content for Chinese citizens’ literacy education,national geographical education is one of the indispensable key aspects of that training.Because of China’s vast land area and the significance of the regional differences,it is difficult for students to receive a solid education regarding China’s geography.In 1902,the government established the geography curriculum and began to incorporate the concept of geographical regionalization to facilitate the teaching of China’s geography by publishing the first syllabi,which was modified later and put into use in 1904.Since 1904,numerous geography textbooks have attempted to find an appropriate way to present China’s geographical regionalization,as it is important for secondary students to have a clear understanding and appreciation for the different regional characteristics.Accordingly,the geographical regionalization content is divided into four main phases:1902 to 1927;1928 to 1948;1949 to 1986;and 1986 to the present.During these phases,the content related to China’s geographical regionalization in secondary middle school geography textbooks has been gradually simplified and has adopted a more scientific foundation,thus leading to the present time where there are now four geographical regional areas.From this historical study,we find that while China’s geographical regionalization has gradually matured,there are still some problems.For example,dividing the study into four regions to describe the panorama of China is too simplified,and the learning therefore becomes too scattered and haphazard,particularly given the new curriculum reform. 相似文献
4.
教材在经济地理学学科发展中具有重要作用。为加强中国经济地理学教材建设,本文选择英国、美国、加拿大、俄罗斯、德国、法国、日本等国近期出版的13本教材,进行内容特点的定性和定量分析。结果表明：(1)所有教材均侧重于经济活动的不同空间维度分析,较少考虑经济活动与自然地理环境条件的关系;但近期显示出对能源和矿产资源利用、绿色发展问题的部分关注。(2)对学科理论和实际问题的权衡差别较大,除少数（4部）教材理论分析内容占重要地位外,多数（9部）以对近期世界和相关国家出现的重大且空间性明显的实际问题分析为主,同时注重其理论的解释。(3)面向英语国家使用的教材较多关注世界性问题和国际上代表性理论观点,其他教材在理论和实际问题分析中,注意突出本国经济地理学特色：俄罗斯经济地理学已转向社会经济地理学,德国在承继规范研究传统基础上突出关系经济地理学,法国关注世界经济地理多样性,日本关注城镇和乡村社区经济地理研究。受此启迪,中国特色经济地理学教材建设中,应注重把握中国经济地理学发展的背景特色和研究成果特色,坚持经济地理学的地理性,突出特殊政府体制下和特殊文化积淀下的经济地理机制,突出大国经济空间格局规律和经济... 相似文献
5.
Karen M. Morin 《The Professional geographer》2013,65(4):534-543
This article explores the “unpopular” archived life of Charles P. Daly, thirty-five-year president (1864–1899) of the New York–based American Geographical Society. This one-time highly prominent judge and civic leader popularized geography among professionals and the public alike. Daly's popular geography, along with his subsequent containment within the archives, suggests explanations for his dismissal among geographical audiences of today. It is a useful and necessary exercise to trace the neglect of Daly within histories of geography and recapture him for today's audiences, not only because of his influence on post–Civil War American geography but also because his story can shed light on how “disciplinary remembering” functions in geography. 相似文献
6.
《The Professional geographer》2013,65(4):522-532
This article analyzes representations of Africa found in ten introductory human geography textbooks. Recent research in communications studies cites the common tendencies of the U.S. media to represent Africa in rhetorical tropes of disaster that are ahistorical and rife with geographical abstraction and misrepresentation. The main textbooks in geography tend to avoid ahistorical and geographical simplification, yet they often repeat stereotypes and misleading media imagery concerning Africa. A broad body of works by geographers in the last decade that offers critical scholarly analysis of both African crises and African everyday life is generally underrepresented in the discipline's introductory textbooks, although some encouraging exceptions do exist to that generalization. It is suggested that geographers need to critically re-examine the ways in which African examples are utilized to teach fundamentals of human geography. 相似文献
7.
政治地理课程体系设计研究——中外主流教材和课纲比较视角 总被引：1，自引：0，他引：1
当前的国际形势和国内治理问题对政治地理学理论和方法发展提出了巨大需求,但是目前国内政治地理学的学科和理论体系仍相对滞后,缺乏能够反映近二十年来理论进展和取得广泛共识的政治地理教材或课程体系。为此,本文在系统梳理和比较中西方主流政治地理教材和课程大纲的基础上,尝试提出一个面向中国当前需求的政治地理课程体系设计。该课程体系以“政治/权力”与“地理/空间”的关系为核心,以尺度为主线,包含学科概览、核心概念、国际尺度的政治地理理论、次国家尺度的政治地理理论和政治地理理论和方法的应用5大方面,纳入了关于学科思想史、方法论等方面的前沿成果和近年兴起的关于政治生态学、跨境移民、绅士化和“一带一路”倡议等理论议题,可供面向本科生和研究生的政治地理教材编写和课程设计参考。 相似文献
8.
Ron Johnston 《New Zealand geographer》2009,65(3):167-170
New Zealand Geographic is one of a number of geographical magazines published in the English‐speaking world that make little or no reference to work by academic geographers. It recently launched a New Zealand Geographic Trust to promote research into ‘New Zealand's life, culture and sciences’ and collaborated with four other publishers of geographical magazines to raise awareness of climate change: the work of academic geographers is again ignored. This exclusion of academic and school geography from such enterprises raises important issues regarding the discipline's public profile in New Zealand and suggests the need for greater public engagement activity by the country's geographers. 相似文献
9.
This paper explores the concept of ‘geographical imaginaries’ in New Zealand geography. It reflects on the genealogy of the concept and on the work it might perform in the world. At a time when the purpose and contribution of geography in schools is under question and the discipline is under severe strain at universities, we ask whether the idea of ‘geographical imaginaries’ offers a conceptual platform for demonstrating the potential for geography to offer meaning in the complex world of 21st‐century New Zealand and whether it will help teachers to foster geographic thought in classrooms. In short, we argue for the merits of working with the idea of geographical imaginaries in classrooms and for utilising it to interrogate accounts of the geographical gaze and its values. This, we argue, offers opportunities to catalyse geographical thought, highlight the potential of thinking geographically, and open up a thinking space in which geography teachers can examine their pedagogy and enhance the purpose of their work. This would provide a platform for building a more imaginative and more politically and culturally relevant geography at school. 相似文献
10.
This study examines the rationales for and geographical outcomes of the post 1988 changes in port governance in New Zealand and their implications from a policy perspective. The study offers insights into the interrelationship between global processes and local places in the context of economic deregulation, a devolved infrastructure planning mandate and intra‐industry competitive dynamics. A trend towards port concentration consequent on globalisation has been long recognised in the international literature. In New Zealand, the trend towards port concentration can be described as selective, limited primarily to import trade while export trade is more dispersed. This new port geography is part of wider political and socio‐economic development geographies of the national and global hinterlands and forelands these ports interact with. 相似文献
11.
ABSTRACT. Recent attempts by U.S. politicians to reform the nation'sschools have shifted the goal of education to school accountability as assessed in standardized testing. Such an emphasis undermines geographical education in schools because of geography'ssuperficial representation in tests and in the social studies curriculum. Fieldwork done in the classroom can point to means of circumventing this dilemma. Collaborative fieldwork between college faculty members and public‐school teachers has the potential for adding geography to the social studies curriculum in a substantive way. Work conducted jointly by Hartwick College and the Oneonta (New York) Middle School exemplifies such a partnership. 相似文献
12.
Christina R. Ergler Sarah Lovell Alison Watkins Christine Milligan Lee Thompson Daniel J. Exeter Robin Kearns 《New Zealand geographer》2017,73(3):205-217
Health geography in Aotearoa New Zealand (NZ) has had a major impact on international sub‐disciplinary debates. It is timely to celebrate our domestic health geography achievements and alert ourselves to the challenges ahead. This reflection article provides a brief overview of Aotearoa NZ's maturing health geography community and includes the reflections of a panel discussion held during the bi‐annual NZ Geographical Society conference in 2016. We argue that the eclectism of health geography in NZ and beyond is both the sub‐discipline's major strength and challenge. 相似文献
13.
Michael F. Poulsen 《The Australian geographer》1994,25(2):170-177
Concern abounds over what is a never ending sequence of paradigm shifts within human geography. One result is the marginalisation of previous work. Considerable concern has been expressed among those working with geographical information systems (GIS) over the relationship of this area of work to human geography. Behind much of this turmoil is the ascendancy of post‐modernism, an approach with which many human geographers are unable to actively engage in debate. At a time when the other social sciences are incorporating space into their research, human geography and GIS are parting company with the two facing very different futures. 相似文献
14.
Mike Taylor 《New Zealand geographer》2016,72(2):144-150
Geography teaching that highlights theoretical perspectives may help develop students’ critical disciplinary thinking, despite foundational knowledge being described to New Zealand geography teachers as ‘not every body's cup of tea’. This article extends the tea metaphor by contrasting two cultivations of theoretical perspectives in school geography. Unlike the two major cultivars of the Camellia shrub, however, this paper argues that perspectives have been minimally grown through one cultivar that focuses on the views of case study individuals and organisations. A maximal cultivation of perspectives is advanced in order to progress school‐aged understanding of the diverse nature of geographical knowledge. 相似文献
15.
A survey of women AAG members in applied geography shows a geographical concentration in the Washington metropolitan area and an employment concentration in the private sector. The typical educational preparation is a master's degree. Job titles reflect the importance of planning, environmental issues, and cartography; cartography is cited as the most helpful career skill. Respondents want the AAG to promote geography and to help graduates in finding careers. 相似文献
16.
John Turnbull Thomson,Fellow of the Royal Geographical Society: An early New Zealand geographer 下载免费PDF全文
下载免费PDF全文 Michael Roche 《New Zealand geographer》2016,72(1):3-13
John Turnbull Thomson is more known in New Zealand for his work as Chief Surveyor of Otago Province (1856–1876) and first Surveyor General of New Zealand (1877–1879). He was also a Fellow of the Royal Geographical Society of London from 1848 until his death in 1884. Thomson was an important and early self‐declared ‘does’ of geographer in New Zealand, prior to the establishment of university geography in 1937. Thomson's contribution included survey and mapping but he also gave public lectures on geography and contributed to debates about glaciation. 相似文献
17.
基于对欧美人文地理学（导论）教材出版的新情况,对相关问题作些尝试性的探讨,以期为编写出优秀且符合时代要求的人文地理学（导论）教材提供一些参考。欧美同类教材的趋向：① 在原有多样化的基础上重构;② 概念主导的教材在增长;③ 概念主导教材的作者在增多。这些新动向给我们的启示：① 针对多样化的需要,编出多样化的导论教材;② 加强教材的学术性和思想性;③ 教材写作要突出基本概念,培养地理学思维。 相似文献
18.
面对变化中的全球环境以及变化中的学科热点,以“变化背景下自然地理学新发展与新挑战”为主题的第一届全国自然地理学大会于2017年11月20-22日在南京召开。聚焦地理学与可持续发展、自然地理要素与过程集成、空间数据挖掘与系统决策等当代自然地理学研究的前沿内容,通过学科前沿理论的凝练,引导自然地理过程研究的继续深化;依托理论与方法创新;在典型流域、区域实现了自然地理过程的初步集成,切实服务于人地耦合视角下的可持续社会决策。深化自然地理学分支学科的过程研究、推进综合自然地理学的发展、提升陆地表层系统观测和模拟水平,将有助于进一步巩固自然地理学在地理科学学科体系中的基础学科地位,为满足国家重大战略需求和全球可持续发展作出重要的学科贡献。 相似文献
19.
Silvie R. Kučerová Zdeněk Kučera Kateřina Novotná 《Norsk geografisk tidsskrift. Norwegian journal of geography》2018,72(3):176-195
The purpose of the article is to examine the ways in which regional geography textbooks are used in elementary education, using north-west Bohemia as a case study. The authors analysed 18 textbooks published since the beginning of the 20th century, in two steps: (1) the construction of geographical names frequency maps indicating which parts of the case region are accentuated or suppressed in individual textbooks, and (2) a qualitative analysis of the textbooks’ content. The study revealed that a complex image of north-west Bohemia in interwar period in Czechoslovakia and in the period of accession to the European Union is presented in the textbooks. The textbooks published during communist era are imbued with the adoration of local industries, whereas those published later, in the period of political and socio-economic transformation, accentuate the risks of excessive environmental exploitation. At any time since the beginning of the 20th century, the places and regions that represent the values preferred by the governing ideology are emphasized within the studied textbooks. Thus, the geography textbooks, that reflect the society-wide discourse, disseminate not only knowledge but also dominant values. In this way, a desired image of reality is created that legitimates the aims and stances of those in power. 相似文献
20.
Micro-perspective studies on economic geography in China can be classified into geography of the enterprise, geography of the rural household, and small-scale studies on economic activities. Literature on geography of the enterprise includes spatial expansion of the enterprise, industrial location, firm's networks, industrial relocation, industrial clusters, and the relationship between industrial organizations and the environment. Studies on geography of the rural household (GRH) include the theoretical framework of GRH, the locations of rural economic activities, and the interrelation between rural households and geographical environment. Small-scale studies focus on human-land interaction from a land plot perspective, relations between specialized villages and the environment, and regional sustainable development research at site-specific scale. Micro-perspective studies on economic geography attempt to search for the basic unit of economic-geographical landscape, exploring the geographical process and the formation mechanism of geographical phenomena. The exploration of these three perspectives anticipates new approaches to economic-geographical studies with China's special background. 相似文献