共查询到20条相似文献，搜索用时 93 毫秒
1.
Mark Pendras 《The Professional geographer》2006,58(1):99-103
In his article, “Whither Geography?,” Jay R. Harman raised a number of important issues regarding the nature and direction of geographic scholarship. In this response I critically address some of those issues and offer an alternative perspective. In doing so, I support Harman's desire for the discipline to “help answer deep human questions” but argue that rather than reinforce the vitality and legitimacy of the discipline, a market‐based approach of the sort he advocates could instead potentially undermine such objectives and compromise disciplinary integrity by discouraging critical inquiry. While acknowledging the influence of “the market,” I defend a place for critical inquiry within the discipline. 相似文献
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《The Professional geographer》2013,65(4):415-421
Abstract I argue that scientific disciplines are esteemed, supported, and patronized largely to the degree to which they are perceived as providing a “return” on invested societal resources. This “return” takes the form of scholarly products that help answer deep human questions or otherwise materially benefit members of the society whose resources they are. Such a view implies that disciplines exist in a “market” in which members compete for these limited resources by delivering products seen as valuable. In such a market, disciplinary relevance and survival are ultimately tied to decisions individual scholars practicing within the disciplines make about which research they pursue, the greater the perceived “return” the better for the long-term health of the discipline. 相似文献
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《The Journal of geography》2012,111(6):269-270
Abstract The units of the Kelvin temperature scale (with an upper case K for the proper noun “Kelvin”) are incorrectly introduced in most undergraduate introductory physical geography textbooks. The internationally recognized unit of the Kelvin temperature scale is the kelvin (lower case k), abbreviated to K (upper case). However, many introductory physical geography textbooks incorrectly use units of “Kelvin,” “degrees Kelvin,” or “oK.” The errors detract from the prestige of physical geography as a natural science discipline. 相似文献
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Roger Keil 《Urban geography》2013,34(10):1589-1602
ABSTRACTThis paper offers reflections on a body of work that has been produced under the label of “planetary urbanization”. This term has its roots in speculative work by French writer Henri Lefebvre in the late 1960s and early 1970s and has recently been popularized by a new generation of critical urban theorists. In this commentary, I propose that Lefebvre’s idea of planetary urbanization (and the aligned concepts “complete urbanization” and “urban society”) offer a way to think productively about post-capitalist possibilities. Making reference to early writings by Marx and Engels about communism and the end of human pre-history, I argue that planetary urbanization presents a terrain for liberation from the constraints of capitalist histories. Given that this terrain is currently defined by the domains of neoliberalism and climate change a new politics is necessary to unlock the possibilities of urban society. 相似文献
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《The Journal of geography》2012,111(4):146-157
Abstract Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in students through frequent analysis and interpretation of spatial data. Detailed examples of one particular technique, the “atlas warmup”, are included. Active approaches supplement expository teaching of standards-based geography concepts and current geographic issues. Assessment of the impact of these methods reveals the need for ongoing guided practice in the use of these skills. 相似文献
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《The Professional geographer》2013,65(2):131-135
The effort to make the discipline appear relevant and useful raises the danger of allowing applied geography to become yet another “new” geography. Though we must encourage the development of a viable applied geography, we must simultaneously make much greater use of our existing traditions and literature if we are to thrive in the long run as an academic discipline. Without a heritage, we are vulnerable. 相似文献
8.
Elvin Wyly 《The Professional geographer》2013,65(3):310-322
Many “sociological”factors can account for the initial acceptance and continued persistence of W. M. Davis's Geographical Cycle. Such factors include Davis's attractive and forceful presentation of the cycle and the role of the cycle as a unifier of the discipline of physical geography, to name two. An analysis of the scientific character of the cycle, in the light of Karl Popper's criteria for demarcating between science and non-science, suggests that persistence of the cycle can also be attributed to a “logical”factor, the irrefutability of the central concept, stage. 相似文献
9.
《The Journal of geography》2012,111(6):244-245
Abstract Geography occupies a prominent position in the high school curriculum in China. The syllabus for geography, as for other subjects, has been centrally prescribed since the early 1900s but during the last 40 years it has undergone major changes. The current syllabus, which covers both human and physical aspects of the subject, also embraces people-environment and resource issues. Obstacles to the further development of the subject include a lack of qualified staff, wide variations in educational standards, and the fact that geography, although a “required” subject in some years, is not yet a compulsory subject in the University Entrance Examination. Gradually these problems are being addressed and there are grounds to be optimistic about the future of the discipline at this level in China. 相似文献
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《The Journal of geography》2012,111(4):471-477
Abstract With the publication of Geography for Life: National Geography Standards 1994 in October 1994, geography has taken a big stride forward in demonstrating to teachers the breadth and significance of its discipline. This talk focuses on three aspects of geographic reality in the lives of teachers and students, under the title of “The Geographic Imperative.” Consideration of the Imperative and three axioms is intended to support the fullness and classroom utility of the Geography Standards. 相似文献
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《The Journal of geography》2012,111(2):55-63
Abstract Experiential learning pedagogies are being adopted across undergraduate education and touted as an effective strategy for enhancing student learning. This paper develops an explanation for how and why such pedagogies can foster students' critical thinking and learning. Drawing on data collected from first-year students in “field based” urban geography courses at an urban university, I show how students' existing knowledge of urban spaces and specific parts of the city is constructed from a variety of sources and experiences, and can be incorporated in experiential learning activities in ways that foster critical learning. Such an approach is crucial to creating learning environments in higher education that include a greater diversity of student identities and life experiences. 相似文献
13.
Understanding the Changing Planet: Strategic Directions for the Geographical Sciences(UCP),published by the National Research Council(USA),and its comments in The Professional Geographer propose that uppercase and plural "Geographical Sciences"(GS) is the strategic direction for geography in the next decade for better understanding of our rapidly changing planet. According to these comments,UCP valued technologies and tools excessively("task"),and did not pay much attention to methodology("discipline"). Actually,both"task" and "discipline" are geographical wings,especially in the time of "big science".Enlightenment from UCP and its comments is the strategic direction that should be balanced between "task" and "discipline",GS should be a three-dimensional construct of a disciplinary system,methodology,and technologies and tools,and this system should be scientific humanism based on scientific spirit and directed by humanism. During the last 60 years,Chinese geographers devoted themselves to GS,including practice and theory. Obviously progress and outlook are proposed as interdisciplinary GS,Earth Surface Sciences(ESS) and Geographical Construction(GC). The disciplinary system of GS is very complex,and is composed of such human knowledge domains as sciences,technologies,engineering,and philosophy. The main mission is to research the open,complex,and macro earth system(not only scientifically,but also humanistically),and one significant methodology is "comprehensive integration of qualitative and quantitative means"(CIQQM). At the same time,another changing direction in Chinese geography is Human-Economic Geography(HEG). 相似文献
14.
Rich Heyman 《The Professional geographer》2006,58(1):104-105
This commentary is a response to an article by Jay R. Harman in the November 2003 issue of The Professional Geographer. I argue that Harman's claim that scholarly disciplines offer social “returns” in a competitive “market” obscures the fundamentally political nature of how social resources are allocated and how social needs are defined. Harman would have us subordinate scholarly research to agendas set elsewhere, by politicians and other powerful interests, but I argue that such a vision would turn geographers into mere technicians. A healthier role for the discipline is for geographers to seek ways of asserting intellectual leadership and of shaping social agendas along more humane and socially just lines. 相似文献
15.
ABSTRACTThe 21st century has been called the “century of the city” and compounded concerns that current development pathways were not sustainable. Calls for scholarship on urban sustainability among geographers cites strengths in the human-environment and urban subfields that positioned the discipline to make unique contributions to critical research needs. This special issue reflects on the contributions that geographers have made to urban sustainability scholarship. We observe that that integration across human-environment and urban subfields reflects broader bifurcations between social theory and spatial science traditions in geography. Piggy-backing on the rise of sustainability science, the emergence of urbanization science compels geographers to reflect upon the ways in which we are positioned to make unique contributions to those fields. We argue that those contributions should embrace systems thinking, empirically connect social constructs to biophysical patterns and processes, and use the city as a laboratory to generate new theories. 相似文献
16.
《The Journal of geography》2012,111(2):87-94
Abstract Inquiry-based learning has a long tradition in geography education, and many faculty members are using inquiry to tap the constructivist potential of the World Wide Web. This paper reports on the development of a scoring guide that assesses the degree to which teaching materials support issues-based geographic inquiry. The scoring guide was tested in a content analysis of geographers7 Web-based teaching materials. The results of the preliminary analysis suggest that relatively few geography teaching materials on the Web bear the characteristics of inquiry. Additional research is needed to determine whether teaching materials on the Web are facilitating a shift toward constructivist practice in the discipline. 相似文献
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《The Journal of geography》2012,111(5):210-211
AbstractThis study aims to theoretically investigate the notion of critical thinking for a more just understanding of self and “others” in global geographical learning. It focuses on the kinds of injustice in the world which are driven by our relationships with “others.” By drawing on the literature of critical education, philosophy of education, and geography education, this study reveals how universal notions of criticality tend to easily undermine those perceived as global others and may highlight, in deficit mode, their perceived differences. Instead, the study presents the imperative of deconstructive thinking for a more just world. The article concludes by proposing a teaching strategy for alternative criticality which strives for justice in school geography. 相似文献
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《The Journal of geography》2012,111(6):240-249
Abstract This article offers video lessons that interweave visual and written materials in order to introduce university undergraduates (who may or may not be geography majors) to some recent shifts in geographic inquiry. What is often described as the “cultural turn” in human geography invites us to examine more closely the politics of representation, whereby power relations animate the ever-unfolding construction of cultural identities. These examples of pedagogy explore the formulation of geographic knowledge about two cultural groups—the Maori and the Romany (a.k.a. Gypsies). 相似文献
19.
Abstract This article analyzes the impact of the much-heralded Youngstown 2010 Plan and the enacting of a program of “controlled” or “managed” shrinkage. It is argued that while the program of redevelopment has had an impact on Youngstown and its national image, it represents an exclusionary project that has centered on redeveloping downtown areas and neglected many city neighborhoods which continue to experience high levels of unemployment, vacancy, and crime. The analysis is situated in relation to the contemporary literature on “shrinking cities.” Youngstown's experience raises critical questions regarding the nature of the challenges facing shrinking cities, the constraints on actions available to them due to state and federal funding, and the coherence of the concept of “smart shrinkage.” 相似文献
20.
Brooks Green 《The Professional geographer》2013,65(4):571-573
Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.” 相似文献