The Teaching of Moral Values in Geography
ROBIN HALL, Mitchell College of Advanced Education
Geographical education and moral values education are often connected. A broad philosophical perspective is taken in order to clarify the role of the geographical educator who also dons the mantle of moral educator. An argument is outlined in favour of teaching objective substantive moral values and against teacher neutrality. The existence of tensions between geographical education and moral education is alluded to and illustrated by reference to what is meant by an environmental morality.
Teaching Development Geography: observations from the periphery
PAUL WELLINGS, Department of Geography, National University of Lesotho
In accordance with national priorities, research and teaching at the University of Lesotho focuses heavily upon the analysis of Southern African underdevelopment. In the curriculum, development geography has progressed from the traditional to the radical. However, when tutors present literature negating the functionalist-imperialist model, or encourage students to indulge in critical examination of their own society and history, they encounter considerable ideological constraints in the minds of the students. Furthermore, the value of an approach which abandons the investigation of spatial structure per se is questioned in a situation where the country 's manpower demand is for technicians and not theorists.
Fieldwork for Land Use Students: an appraisal
CLIVE HARRISON & LUTZ LUITHLEN, Leicester Polytechnic
The paper attempts to evaluate a series of field courses undertaken with Land Use Studies students between 1977 and 1982 in different urban areas of Britain and draws some general conclusions with regard to environmental fieldwork. The complexion of the first field course programme is outlined and it is shown how, during subsequent years, the emphasis has shifted both in respect of content and methods. Activities and exercises are evaluated and a three-dimensional 'learning experience space' is suggested for the purpose of analysing individual tasks as well as the structure of entire field course programmes.
Geographical Education and Film: an experimental course
ALAN JENKINS, Oxford Polytechnic
MARTYN YOUNGS, London School of Economics
We describe and analyse an experimental course which sought to make students more aware of the nature of film and television and to indicate the importance of these media to the geographer. Teaching strategies are outlined, an evaluation of the course is presented, and the implications for teaching this type of course are drawn out.
First Year on the Faculty: getting there
L. DEE FINK, University of Oklahoma at Norman
Approximately 100 geographers were studied as they made the transition from graduate student to full-time faculty staff: In this article, information is presented about the general characteristics, training and performance of the study population and on the sorting process that determined which graduate students went to what academic institutions as new teachers. Recommendations are made for graduate departments of geography and for departments reviewing applications for teaching positions
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