Geography Reference
In-Depth Information
The research potential of geography in sustainable development is its offer of
geographic knowledge (i.e., an understanding of the shared existence of nature and
humanity), geographic skills, and cumulative values and attitudes aimed at solving
various regional issues. For the sake of sustainable development, the cooperative
engagement of geography with other academic disciplines is certainly required.
10.3.2.2
Standards for the Development of Geography Education
Curriculum for ESD
The Lucerne Declaration advised that the development of the ESD curriculum
should be led by each nation. Thus, each country will create their own national
curriculum, related to regional themes, regions, and study methods, rather than the
organization of a global standard curriculum.
During curriculum development, it is important to pay attention to the major issues
of the contemporary world. This includes problems of humans and nature that exhibit
spatial and sustainable behaviors. Also, topics such as global warming, energy deple-
tion, misappropriation of non-renewable resources, population trends, and problems of
worldwide inequality should be the focus. In particular, the Lucerne Declaration states
that students should be encouraged to take up and consider confl icting and contradic-
tory themes related to environmental, economic, and social sustainability.
As curriculum developers, attention should be given to four considerations, in
which students: (1) follow an approach to functions, systems, predictions, behavior,
structure, and processes that use a geographic way of looking at spatial organization;
(2) choose learning content that can be models of structure and process, in relation to
topics that can convey the essence of problems; (3) understand that importance of
the problems depends on whether they are personal, public, political, specialized, or
economic; (4) are aware that their interests and viewpoints vary from those of their
peers, and select societal issues that are diverse, contrasting, and multidimensional.
The following three criteria outline regions useful to study as these: (1) are models
of structures and processes; (2) are useful for fostering insight and penetration; and
(3) provide a balance of variety and contrast in regard to location, type, and scale.
In making the choice of study region, the following should be considered: knowl-
edge, experience, interests, and concerns will vary with student age; the political,
economic, and spatial position of the region and importance of its ecology and envi-
ronment; a diversity of scale from the local, regional and national to the multina-
tional and global.
Study and instruction methods for ESD are captured by the following four criteria:
(1) Study should begin with simple example cases and gradually become more
complex in content and method; (2) related facts should be arranged so that they
build on each other; (3) a structural approach should be used to frame the concepts,
processes, theories, and social structure that cause spatial changes; (4) exemplary
case studies should be used to link common themes across regions. Students' varying
interests, concerns, and learning at different grade levels should be considered.
